programme code: 84054
TRANSCRIPT
Bachelor of Arts (Honours) in Bilingual Studies
中英雙語學(榮譽)文學士
Programme Code 84054
Definitive Programme Document
for 201718 Cohort
This Definitive Scheme Document is issued in August 2017 It is subject to review and
changes which the School can decide to make from time to time Students will be informed
of the changes as and when appropriate
TABLE OF CONTENTS
SECTION ONE GENERAL INFORMATION Page
1 PROGRAMME HOST 1
2 PROGRAMME OPERATION AND MANAGEMENT 1
3 CONTACT INFORMATION 1
4 AWARD TITLE 2
5 MODE STUDY LOAD AND DURATION OF STUDY 2
6 ATTENDANCE 2
7 PROGRAMME AIMS AND OUTCOMES 2
8 ENTRANCE REQUIREMENTS 3
9 CREDIT TRANSFER AND EXEMPTION
91 Credit Transfer 4 92 Exemption 5 10 CURRICULUM DESIGN
101 Outcome-based Curriculum 5
102 Programme Structure 6
103 Recommended Progression Pattern 9
104 Curriculum Mapping 10
11 MEDIUM OF INSTRUCTION 11
12 TEACHING AND LEARNING METHODS 11
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment 11
132 Assessment Methods 12
133 Grading 13
134 Grade Point Average 14
135 Role of Subject Assessment Review Panel 15
136 Role of Board of Examiners 16
137 Academic Probation 16
138 Progression and De-registration 16
139 Late Assessment 17
1310 Retaking of Subjects 17
1311 Eligibility for Award 18
1312 Guidelines for Award Classification 18
1313 Appeals against Assessment Results 20
1314 Academic Dishonesty and Disciplinary Actions 20
1315 Exceptional Circumstances 20 1316 Other Regulations 21
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION 21
SECTION TWO SUBJECT DESCRIPTION FORMS OF
DISCIPLINE SPECIFIC REQUIREMENTS SUBJECTS
Page
Compulsory Subjects
SPD3189 Translation for the Workplace 22
SPD3260 Analysis of Modern Chinese 25
SPD3261 Introduction to Bilingual Studies 28
SPD3262 Interpreting for the Professions 31
SPD3263 Introduction to Bilingual Communication 34
SPD3270 Analysis of English 38
SPD4553 English for Chinese Cultural Themes
41
SPD4554 Chinese and Bilingual Academic Inquiry 44
SPD4557 Integrated Study (Bilingual Studies) 48
Elective Subjects
SPD3225 Written English for Professionals 52
SPD3226 Spoken English for Professionals 56
SPD4337 English and Chinese in Contrast 60
SPD4346 Translation for the Media 63
SPD4468 Writing for Marketing and Public Relations Purposes in English 66
SPD4556 Languages in Contemporary Societies 72
SPD4558 Applied Translation Studies 75
SPD4559 Bilingual Communication Workshop 79
SPD4563 Chinese Media in the Bilingual Context 82
SPD4564 Classical Chinese for Today 85
SPD4565 Communications in Greater China 88
SPD4566 Consecutive Interpreting 92
SPD4568 Translation for Business and Commerce 94
Section One
General Information
1
1 PROGRAMME HOST
The Bachelor of Arts (Honours) in Bilingual Studies is hosted by the School of
Professional Education and Executive Development (SPEED) which assumes the
overall academic responsibility in the realm of quality assurance in both teaching and
learning
2 PROGRAMME OPERATION AND MANAGEMENT
21 The School Programme Committee (SPC) oversees the operation of all PolyU-SPEED
award programmes The SPC meets at least twice a year
22 A Programme Executive Group (PEG) will be formed to manage the day-to-day
operation of the Bachelor of Arts (Honours) in Bilingual Studies The PEG which
operates informally is chaired by the Programme Leader and includes staff with key
responsibilities for the programme Student representatives will be invited to meet
with the PEG in each semester to provide feedback
23 Students will also be invited to nominate their representatives to join the StudentStaff
Consultative Group (SSCG) in SPEED SSCG is a formal channel through which
student views are obtained It meets at least once per semester and reports or makes
recommendations as appropriate to the SPC
24 Students are encouraged to provide feedback on subject level via the Student
Feedback Questionnaire (SFQ) exercise which will be considered by the related
parties for continuous improvement of teaching and learning
3 CONTACT INFORMATION
Programme Leader
Dr K H Cheung
(Tel 3746-00774 Email khcheunspeed-polyueduhk)
Deputy Programme Leader
Dr Val Chen
(Tel 3746 0084 Email spczilispeed-polyueduhk)
Administrative Staff
Ms Elsa Ho Programme Officer
(Tel 3746 0070 Email ooelsahospeed-polyueduhk)
Ms Cecilia Lai Administrative Assistant
(Tel 3746 0069)
General Enquiry Line 3400 2828
Fax Number 2363 0540
Website httpwwwspeed-polyueduhk
Email Address spawardspeed-polyueduhk
2
4 AWARD TITLE
Bachelor of Arts (Honours) in Bilingual Studies
Students may apply to exit the programme for the ordinary degree of ldquoBachelor of Arts
in Bilingual Studiesrdquo upon fulfilling the requirements as specified in Section 13112
of this document
5 MODE STUDY LOAD AND DURATION OF STUDY
51 The programme is offered in full-time mode of study
52 The normal study load is 15 credits in each semester
53 Prior approval from the School is required if students wish to deviate from the
recommended study load The maximum study load to be taken by a student in a
semester is 21 credits1 unless exceptional approval is given by the Director of SPEED
For such cases students will be reminded that the study load approved should not be
taken as grounds for academic appeal
54 Students on academic probation will be required to take a reduced study load To help
improve the academic performance of the students on academic probation the School
will decide the maximum number of credits to be taken by these students on an
individual basis
55 The normal duration of the programme is 2 years The maximum period of
registration is twice the normal duration ie 4 years
6 ATTENDANCE
It is important that students attend classes and study related activities regularly and
punctually Participation forms a critical part in the learning process contributing to
the desired learning outcomes Absence will affect study progress and students should
not be absent without good reason
Some subjects under this programme are Continuing Education Fund (CEF)
reimbursable subjects For CEF reimbursement claims students are required to fulfil
the attendance requirement as stipulated by the Office of CEF
1 Not applicable to students on academic probation
3
7 PROGRAMME AIMS AND OUTCOMES
71 Aims of the Programme
The overarching aim of the programme is to build on the linguistic knowledge and skills
of graduates from relevant Associate Degree Higher Diploma programmes producing
knowledgeable Chinese-English bilinguals with a broad linguistic base who can
approach language and related cultural issues intellectually contribute to the
development of bilingual studies and apply their expertise to related professions in Hong
Kong and other cosmopolitan Chinese communities
72 Programme Intended Learning Outcomes
Graduates of the programme are expected to
(a) have a cultivated understanding of the academic disciplines that form the knowledge
foundation for a career closely related to bilingual studies
(b) have a broad linguistic base that forms the skills foundation for a career where
bilingual studies are applicable
(c) be equipped with sound knowledge of Chinese and English
(d) be equipped with good command of Chinese and English
(e) be able to analyse and solve problems relating to bilingual studies
(f) be able to develop critical thinking
(g) be able to cope with stringent demands in terms of ethics leadership etc made by
society and the professional world
73 Correlation between Programme Intended Learning Outcomes and Institutional Learning
Outcomes
The following table shows the correlation of the programme intended learning
outcomes and PolyUrsquos institutional learning outcomes at undergraduate degree level
Programme
Intended
Learning
Outcomes
Institutional Learning Outcomes for Undergraduate Degree
Competent
professional
Critical
thinker
Effective
communicator
Innovative
problem
solver
Lifelong
learner
Ethical
leader
a
b
c
d
e
f
g
4
8 ENTRANCE REQUIREMENTS
81 The minimum requirements for admission to the programme are
(a) Holders of an Associate Degree a Higher Diploma or equivalent qualification in
relevant disciplines awarded by recognised universities institutions
(b) Those who do not possess the above-mentioned qualifications but have reached
the age of 25 before 1 September in the year in which they seek admission may
apply as mature applicants Mature applicants should possess relevant working
experience in senior positions and have completed post-secondary studies in
related fields They will also be required to pass an admission test and
demonstrate to an Admission Interview Panel their ability to complete the
programme
82 Applicants who apply for admission with non-local qualifications are also required to
attain the following English language requirement
IELTS 60 or TOEFL 550 (paper based) 213 (computer based) 80 (Internet
based)
The above requirement may be exempted for applicants who have completed sub-
degree programmes or equivalent with English as the medium of instruction
9 CREDIT TRANSFER AND EXEMPTION
91 Credit Transfer
Students will be given credits for recognised previous study and the credits will be
counted towards meeting the requirements of the award Normally not more than
50 of the required number of credits for the academic award may be transferable
from approved institutions outside The Hong Kong Polytechnic University (PolyU)
For transfer of credits from programmes within the PolyU normally not more than
67 of the required credits for the award can be transferred In cases where both
types of credits are transferred not more than 50 of the required number of credits
for the award may be transferred Grades may or may not be given for the transferred
credits
The programme is an articulation degree programme Students normally will not be
given credit transfer for any required Cluster-Area Requirements (CAR) and Service-
Learning subjects under General University Requirements (GUR) and they must
complete at least 60 credits2 to be eligible for the award Students who have
completed comparable subjects at sub-degree studies may apply for exemption
Should exemption be granted students will be required to take other electives
(including free electives) to make up the total of 60 credits2 required
2 The minimum requirement of 60 credits does not include the Language and Communication
Requirements (LCR) subjects under GUR which are applicable to individual students
5
The granting of credit transfer is a matter of academic judgement In assessing the
transferability of subjects previously taken the syllabus of that subject should be
carefully scrutinised to ascertain that it is comparable to the curriculum of the
programme Other relevant information may also be required to ascertain the
academic standing of the institution offering the previous study Decision on granting
credit transfer lies with the School
For credit transfer of retaken subjects the grade attained in the last attempt should be
taken in the case of credit transfer with grade being carried over Students applying
for credit transfer for a subject taken in other institutions are required to declare that
the subject grade used for claiming credit transfer was attained in the last attempt of
the subject in their previous studies If a student fails in the last attempt of a retaken
subject no credit transfer should be granted despite the fact that the student may have
attained a pass grade for the subject in the earlier attempts
Students should not be granted credit transfer for a subject which they have attempted
and failed in their current study
The validity period of subject credits earned is 8 years starting from the year in which
the subject is completed (eg if the qualification credit was earned in 201617 the
validity period should count from 2017 for 8 years) Credits earned from previous
study should remain valid at the time when the student applies for transfer of credits
92 Exemption
Students may be granted exemption from taking certain subjects if they have
successfully completed similar subjects at a comparable level in other programmes
The credits associated with the exempted subjects will not be counted for satisfying
the credit requirements of the programme In such case students will be advised to
take other subjects to satisfy the credit requirements
10 CURRICULUM DESIGN
101 Outcome-based Curriculum
University education goes beyond merely mastering accumulation of factual
knowledge It is vital to develop studentsrsquo ability to solve problems and think
critically These focuses are translated from the initial programme objectives to the
teaching approaches and evaluation of student performance
The underpinning curriculum design principle for this programme is outcome-based
learning An outcome-based curriculum provides a rigorous and robust delineation of
the professional competence It also highlights the generic abilities that are
considered important for the graduates of this programme
Explicitly specified outcomes give a clear direction as to how teaching and assessment
6
should be planned aligned and carried out Ultimately this enhances coherence and
integration among subjects within the programme
In addition students are encouraged to take more responsibility for their own learning
in an outcome-based curriculum When learning outcomes are stated clearly students
are able to plan their own learning more effectively
102 Programme Structure
1021 The programme of study consists of at least 60 credits All students are also required to
complete a non-credit-bearing Work-Integrated Education component
(a) General University Requirements (GUR) (Minimum 9 credits)
Nature Details Credits
Language and
Communication
Requirements (LCR)
6 credits in English amp
3 credits in Chinese
(Students who have met the equivalent standard
of the undergraduate degree LCR will not be
required to take these credits Individual
students who are required to take LCR subjects
will be advised of the details before programme
commencement)
9
Cluster-Area
Requirements (CAR) One subject
with Chinese Reading amp
Writing Requirements and China Studies
Requirement embedded
One subject with English Reading amp
Writing Requirements embedded
3
3
Service-Learning (SL)
Free elective
Prior to the full implementation of SL
students may take a 3-credit free elective in
lieu of SL
3
The latest information on GUR subjects is available on the Student Portal (wwwspeed-polyueduhkmySPEED)
7
(b) Discipline Specific Requirements (DSR) (51 credits)
Indicative Area Subject Title Level
Compulsory Subjects (9 subjects 3 credits each)
Bilingual Studies SPD3261 Introduction to Bilingual Studies 3
Translation amp Interpreting
SPD3189 Translation for the Workplace 3
SPD3262 Interpreting for the Professions 3
Linguistics SPD3260 Analysis of Modern Chinese 3
SPD3270 Analysis of English 3
Bilingual Communication
SPD3263 Introduction to Bilingual Communication 3
DSLR English SPD4553 English for Chinese Cultural Themes 4
DSLR Chinese SPD4554 Chinese and Bilingual Academic Inquiry 4
Capstone SPD4557 Integrated Study (Bilingual Studies) 4
Elective Subjects^ (any 8 subjects 3 credits each at most 1 subject at Level 3)
English Language
SPD3225 Written English for Professionals 3
SPD3226 Spoken English for Professionals 3
SPD4468 Writing for Marketing and Public Relations Purposes in English
4
Linguistics
SPD4337 English and Chinese in Contrast 4
SPD4556 Languages in Contemporary Societies 4
SPD4564 Classical Chinese for Today 4
Translation amp Interpreting
SPD4346 Translation for the Media 4
SPD4558 Applied Translation Studies 4
SPD4566 Consecutive Interpreting 4
SPD4568 Translation for Business and Commerce 4
Bilingual Communication
SPD4559 Bilingual Communication Workshop 4
SPD4563 Chinese Media in the Bilingual Context 4
SPD4565 Communications in Greater China 4
Discipline-Specific Language Requirement subject
^ Offering of any elective subjects is subject to sufficient enrolment
(c) Work-Integrated Education (WIE) Requirement
WIE is a work-based learning experience which takes place in an organisational
context relevant to a studentrsquos future profession or career or the development of
generic skills that will be valuable in the studentrsquos future career development Going
beyond studying within campus it allows students to learn from the outside world yet
at the same time contribute to the industry and or community
Students of this programme are required to complete 300 hours of WIE during their
study period Relevant work experience accumulated during or after sub-degree studies
8
may be recognised for fulfilment of WIE
Students will be provided with the WIE guidelines and be advised of the procedures
for recognition of prior work experience at programme commencement
1022 Exit Award
Students who have completed the following requirements may apply to exit the
programme of study with an ordinary degree of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) GUR (minimum 9 credits)
(b) DSR
All compulsory subjects except ldquoSPD4557 Integrated Study (Bilingual
Studies)rdquo (24 credits)
Any 4 elective subjects with at least 3 subjects at Level 4 (12 credits)
(c) WIE (non-credit-bearing)
(d) Having a GPA of 20 or above
For details please refer to Section 13112
9
103 Recommended Progression Pattern
All students are required to undertake 5 subjects in each semester without intermission
in order to fulfil the study requirements within the 2-year normal duration of study
They are also required to complete 300 hours of Work-Integrated Education within their
study period
Year amp
Semester
Subject Code and Title Subject
Nature
Year 1
Sem 1
SPD3189 Translation for the Workplace C
SPD3261 Introduction to Bilingual Studies C
SPD3263 Introduction to Bilingual Communication C
SPD4554 Chinese and Bilingual Academic Inquiry C
GUR Subject GUR
Year 1
Sem 2
SPD3260 Analysis of Modern Chinese C
SPD3262 Interpreting for the Professions C
SPD3270 Analysis of English C
SPD4553 English for Chinese Cultural Themes C
GUR Subject GUR
Year 2
Sem 1
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
GUR Subject GUR
Year 2
Sem 2
SPD4557 Integrated Study (Bilingual Studies) C
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
C = Compulsory E = Elective GUR = General University Requirements
Remarks
1) The subject offering schedule is subject to change at the discretion of the School
2) For elective subjects priority in enrolment will be granted to students in that particular year of study
3) Offering of any elective subjects is subject to sufficient enrolment
4) Students who are required to take LCR subject(s) will be informed of the study schedule separately
These students are advised to consult the Programme Leader on their progression patterns should
they have any concerns on their study load taking into consideration the LCR subject(s) they are
required to take
10
104 Curriculum Mapping
Below is a mapping of subjects of the Bachelor of Arts (Honours) in Bilingual Studies
with reference to the programme intended learning outcomes The mapping focuses
on how each of the programme outcomes is introduced reinforced and assessed
Subject Code Subject Title Programme Intended Learning Outcomes
(a) (b) (c) (d) (e) (f) (g)
Co
mp
uls
ory
Su
bje
cts
SPD3189 Translation for the Workplace I A R A I A
SPD3260 Analysis of Modern Chinese I A R A I A
SPD3261 Introduction to Bilingual Studies I A I A I A
SPD3262 Interpreting for the Professions I A R A I A
SPD3263 Introduction to Bilingual
Communication I A I A
SPD3270 Analysis of English R A R A
SPD4553 English for Chinese Cultural
Themes R A R A
SPD4554 Chinese and Bilingual Academic
Inquiry I A R A R A I A
SPD4557 Integrated Study (Bilingual
Studies) R A R A R A R A R A R A R A
Ele
ctiv
e S
ub
ject
s
SPD3225 Written English for Professionals R A R A
SPD3226 Spoken English for Professionals R A R A
SPD4337 English and Chinese in Contrast R A R A R A
SPD4346 Translation for the Media R A R A R A
SPD4468
Writing for Marketing and
Public Relations Purposes in
English
R A R A R A
SPD4556 Languages in Contemporary
Societies R A R A I A R A
SPD4558 Applied Translation Studies R A R A R A R A
SPD4559 Bilingual Communication
Workshop R A R A
SPD4563 Chinese Media in the Bilingual
Context R A R A R A
SPD4564 Classical Chinese for Today R A R A R A
SPD4565 Communications in Greater
China R A R A
SPD4566 Consecutive Interpreting R A R A R A
SPD4568 Translation for Business and
Commerce RA R A R A
Introduced (I) That the learning leading to the particular intended outcome is introduced in that subject Reinforced (R) That the learning leading to the particular intended outcome is reinforced in that subject Assessed (A) That the learning leading to the particular intended outcome is assessed in that subject
11
11 MEDIUM OF INSTRUCTION
The medium of instruction is English and Chinese (Cantonese and Putonghua when
spoken)
12 TEACHING AND LEARNING METHODS
The teaching learning philosophy underlying this programme is based on a holistic
diversified and flexible approach teaching students how to learn instead of what to
memorise and equipping them with the requisite skills required of a ldquolifelongrdquo learner
On the whole various teaching and learning strategies are adopted which are geared
to the needs and characteristics of the students
The teaching and learning activities are organised coherently according to the
programme learning outcomes subject nature the particular subject topics level of
difficulty and the integration among other components and subjects of the programme
A variety of teaching and learning methods will be used
The main form of teaching is through the use of interactive lectures supplemented
with tutorial exercises (such as case studies projects and presentations) and various
kinds of audio-visual aids Students also have the chance to gain exposure to
experiential learning self-directed learning case-based learning and problem-based
learning
Web-based teaching is another characteristic of the subjects of this programme It is
used to complement face-to-face teaching not only for encouraging studentsrsquo active
participation but also to encourage them to make use of websites for information
collection
To facilitate learning the subject lecturers not only play the role of introducing new
concepts imparting knowledge but also act as facilitators to encourage students to
share their ideas and experience through class discussion case study oral presentation
and group activities
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment
Assessment of learning and assessment for learning are both important for assuring the
quality of student learning Assessment of learning is to evaluate whether students have
achieved the intended learning outcomes of the subjects that they have taken and have
attained the overall learning outcomes of the programme at the end of their study at a
standard appropriate to the award Appropriate methods of assessment that align with
the intended learning outcomes are designed for this purpose The assessment methods
will also enable the teacher to differentiate studentsrsquo different levels of performance
within the subject Assessment for learning is to engage students in productive learning
activities through purposefully designed assessment tasks
12
Assessment will also serve as feedback to students The assessment criteria and
standards should be made explicit to students before the start of the assessment to
facilitate student learning and feedback provided should link to the criteria and
standards Timely feedback will be provided to students so that they are aware of their
progress and attainment for the purpose of improvement
132 Assessment Methods
Studentsrsquo performance in a subject is assessed by continuous assessment and or
examinations as deemed appropriate Where both methods are used the weighting of
each in the overall subject grade has been clearly stated in Section Two of this
document
To pass a subject a student must obtain a pass grade in both continuous assessment
AND examination if any Continuous assessment may include tests assignments
projects presentations and other forms of classroom participation depending on the
subject area Assignments which involve group work will nevertheless include some
individual components therein The contribution made by each student in continuous
assessment involving group effort shall be determined and assessed separately and
this can result in different grades being awarded to students in the same group
At the beginning of each semester the subject lecturer will inform students of the
details of the methods of assessments to be used within the assessment framework as
specified in this document
13
133 Grading
Assessment grades shall be awarded on a criterion-referenced basis A studentrsquos
overall performance in a subject shall be graded as follows
Subject
Grade
Grade
Point
Short
Description
Elaboration on subject grading description
A+ 45 Exceptionally
Outstanding
The studentrsquos work is exceptionally
outstanding It exceeds the intended subject
learning outcomes in all regards A 4 Outstanding The studentrsquos work is outstanding It exceeds
the intended subject learning outcomes in
nearly all regards
B+ 35 Very Good The studentrsquos work is very good It exceeds
the intended subject learning outcomes in most
regards B 3 Good The studentrsquos work is good It exceeds the
intended subject learning outcomes in some
regards
C+ 25 Wholly
Satisfactory
The studentrsquos work is wholly satisfactory It
fully meets the intended subject learning
outcomes C 2 Satisfactory The studentrsquos work is satisfactory It largely
meets the intended subject learning outcomes
D+ 15 Barely
Satisfactory
The studentrsquos work is barely satisfactory It
marginally meets the intended subject learning
outcomes D 1 Barely
Adequate
The studentrsquos work is barely adequate It
meets the intended subject learning outcomes
only in some regards
F 0 Inadequate The studentrsquos work is inadequate It fails to
meet many of the intended subject learning
outcomes
lsquoFrsquo is a subject failure grade whilst all others (lsquoDrsquo to lsquoA+rsquo) are subject pass grades
No credit will be earned if a subject is failed
14
134 Grade Point Average
There are different types of Grade Point Average (GPA) as described below All of
them are capped at 40
1341 GPA (cumulative GPA)
Cumulative GPA is computed as follows
GPA =
n
n
ValueCredit Subject
ValueCredit Subject Point x GradeSubject
Where n = Number of all subjects (inclusive of failed subjects) taken by the student up to
and including the latest semester term For subjects which have been retaken
only the grade point obtained in the final attempt will be included in the GPA
calculation
In addition the following subjects will be excluded from the GPA calculation
(i) Exempted subjects
(ii) Ungraded subjects
(iii) Incomplete subjects
(iv) Subjects for which credit transfer has been approved but without any grade
assigned3
(v) Subjects from which a student has been allowed to withdraw (ie those with the
code lsquoWrsquo)
A student who is absent from an examination will be given a fail grade the respective
subject will be included in the GPA calculation and will be counted as ldquozerordquo grade
point GPA is thus the unweighted cumulative average calculated for a student for all
relevant subjects taken from the start of the programme to a particular point of time
GPA is an indicator of overall performance
1342 Semester GPA
Calculation of Semester GPA is similar to the rules for GPA as described above
except that only subjects taken in that semester including retaken subjects will be
included This Semester GPA will be used to determine studentsrsquo eligibility to
progress to the next semester alongside with the cumulative GPA However the
Semester GPA calculated for the Summer Term will not be used for this purpose
unless the Summer Term study is mandatory for all students of the programme
concerned and constitutes part of the graduation requirements
3 Subjects taken in PolyU or elsewhere and with grades assigned and for which credit transfer has
been approved will be included in the GPA calculation
15
1343 Weighted GPA
Along with the cumulative GPA a Weighted GPA will also be calculated to give an
indication to the Board of Examiners on the award classification which a student will
likely get if he she makes steady progress on his her academic studies
Weighted GPA will be computed as follows
n
n
i
i
W ValueCredit Subject
W ValueCredit Subject Point GradeSubject
GPA Weighted
where Wi = Weighting to be assigned according to the level of the subject
n = Number of all subjects counted in GPA calculation as set out in 1341
above except those subjects outside the programme curriculum GUR
subjects will be included
For calculating the Weighted GPA (and Award GPA) to determine the award
classification of students who satisfy the graduation requirements a standard
weighting will be applied to all subjects of the same level with a weighting of 2 for
Level 1 and 2 subjects and a weighting of 3 for Level 3 and 4 subjects This is also
applicable to the classification of ordinary degree exit award
1344 Award GPA
When a student has satisfied the requirements for award an Award GPA will be
calculated to determine his her award classification
If the student has not taken more subjects than required the Award GPA will be the
same as the Weighted GPA
Any subjects passed after the graduation requirement has been met or subjects taken
on top of the prescribed credit requirements for award shall not be taken into account
in the Award GPA However if a student attempts more elective subjects (or optional
subjects) than those required for graduation in or before the semester in which he she
becomes eligible for award the elective subjects (or optional subjects) with a higher
grade contribution shall be included in the Award GPA (ie the excessive subjects
attempted with a lower grade contribution including failed subjects will be
excluded)
135 Role of Subject Assessment Review Panel
Subject Assessment Review Panel (SARP) is responsible for monitoring the academic
standard and quality of subjects and ratifying subject results SARP will review the
distribution of grades within a subject and finalise the grades at the end of each
semester before submission to the Board of Examiners (BoE) The BoE will not
attempt to change the grades SARP is also responsible for deciding the granting of
late assessment to students and the form of late assessment
16
SARP shall include the Director of SPEED or his her delegate the relevant subject
examiners and where appropriate the Programme Leader
136 Role of Board of Examiners
The Board of Examiners (BoE) shall meet at the end of each semester to review
studentsrsquo progress and is responsible to the College Board of the College of
Professional and Continuing Education (CPCE) for making decision on
(a) the classification of awards to be granted to each student on completion of the
programme
(b) de-registration cases and
(c) cases with extenuating circumstances
The BoErsquos membership should be composed of staff members associated with the
programme and some senior members The Chairman will normally be the Director of
SPEED
137 Academic Probation
If the cumulative GPA of a student is below 20 he she will be put on academic
probation in the following semester Once a student is able to pull his her cumulative
GPA up to 20 or above at the end of the semester the status of ldquoacademic probationrdquo
will be lifted The status of ldquoacademic probationrdquo will be reflected in the assessment
result notification but not in the transcript of studies
A student on academic probation will be required to take a reduced study load To
help improve the academic performance of the student the School will decide the
maximum number of credits to be taken by him her in the probation semester
138 Progression and De-registration
A student will have ldquoprogressingrdquo status unless he she falls within the following
categories any one of which shall be regarded as grounds for de-registration from the
programme
(a) the student has exceeded the maximum period of registration for the programme
as specified in this document or
(b) the studentrsquos cumulative GPA is lower than 20 for two consecutive semesters
and his her semester GPA in the second semester is also lower than 20 or
(c) the studentrsquos cumulative GPA is lower than 20 for three consecutive semesters
When a student falls within the categories as stipulated above the BoE shall de-
register the student from the programme without exception
Notwithstanding the above the BoE has the discretion to de-register a student with
extremely poor academic performance before the time frame specified in categories (b)
17
and (c) above if it is deemed that there is not much of a chance for the student to
attain a GPA of 20 at the end of the programme
139 Late Assessment
A student who has been absent from an examination or other assessment because of
illness injury or other unforeseeable reasons may apply to sit a late assessment
Permission is subject to the approval of SARP as late assessment is not an automatic
entitlement Should a late assessment be granted the actual grade attained will be
awarded
Late assessment for subjects normally shall take place before the commencement of
the following academic year (except for Summer Term which may take place within
3 weeks after the finalisation of Summer Term results) Depending on the decision of
SARP late assessment may be arranged during the examination period of the
following semester term
Except with special approval students who have not yet completed the late
assessment for a subject which is the pre-requisite of another subject will not be
allowed to take the follow-on subject
1310 Retaking of Subjects
No re-assessment will be granted for students in all circumstances Students who
have failed a subject are required to retake the subject if it is compulsory for the
programme If the failed subject is an elective students may choose to retake the
subject or take another elective within the programme as replacement Retaking of
failed subjects or taking replacement subjects should be completed within the
maximum period of registration
Students may retake any subject (except GUR subjects which have been passed) for
the purpose of improving their grade without having to seek approval but they must
retake a compulsory subject which they have failed ie obtained an F grade Retaking
of subjects is with the condition that the maximum study load of 21 credits per
semester is not exceeded Students wishing to retake passed subjects will be accorded
a lower priority than those who are required to retake (due to failure in a compulsory
subject) and can only do so if places are available
The number of retakes of a subject is not restricted Only the grade obtained in the
final attempt of retaking (even if the retake grade is lower than the original grade for
originally passed subject) will be included in the calculation of the GPA Weighted
GPA and Award GPA If students have passed a subject but failed after retake credits
accumulated for passing the subject in a previous attempt will remain valid for
satisfying the credit requirement for award (The grades obtained in previous attempts
will only be reflected in the transcript of studies)
In cases where a student takes another subject to replace a failed elective subject the
fail grade will be taken into account in the calculation of the GPA despite the passing
of the replacement subject
18
1311 Eligibility for Award
13111 Honours Degree Award
Students will be eligible for the PolyU-SPEED award of ldquoBachelor of Arts (Honours)
in Bilingual Studiesrdquo if they satisfy the conditions listed below
(a) Successful completion of at least 60 credits including GUR and DSR as
specified under Section 1021 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1021 (c) and
(c) Having a GPA of 20 or above
Students are required to graduate as soon as they satisfy the respective conditions for
the award
13112 Ordinary Degree Award
Students who have fulfilled the following requirements may apply to exit the
programme with an ordinary degree award of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) Successful completion of at least 45 credits including GUR and DSR as
specified under Section 1022 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1022 (c) and
(c) Having a GPA of 20 or above
Applications for exit award should be submitted in writing to the School before the
start of the examination period of the semester concerned The School reserves the
right not to consider late application in the respective semester
To be eligible for the granting of the exit award students will be required to quit the
honours degree programme of study Re-admission of students who have obtained the
exit award to the same programme of study is not automatic and will be considered
only under exceptional circumstances
1312 Guidelines for Award Classification
13121 Honours Degree Award Classification
This section is applicable to students who have fulfilled the requirements for
Honours Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
19
Classification Guidelines
1st Class
Honours
The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered by
the programme
2nd Class
Honours
(Division 1)
The student has reached a standard of performance attainment
which is more than satisfactory but less than outstanding
2nd Class
Honours
(Division 2)
The student has reached a standard of performance attainment
judged to be satisfactory and clearly higher than the ldquoessential
minimumrdquo required for graduation
3rd Class
Honours
The student has attained the ldquoessential minimumrdquo required for
graduation at a standard ranging from just adequate to just
satisfactory
Under exceptional circumstances a student who has completed an Honours degree
programme but has not attained Honours standard may be awarded a Pass-without-
Honours degree A Pass-without-Honours degree award will be recommended
when the student has demonstrated a level of final attainment which is below the
ldquoessential minimumrdquo required for graduation with Honours from the programme in
question but when he she has nonetheless covered the prescribed work of the
programme in an adequate fashion while failing to show sufficient evidence of the
intellectual calibre expected of Honours Degree graduates A Pass-without-Honours
is an unclassified award but the award parchment will not include this specification
13122 Ordinary Degree Award Classification
This section is applicable to students who have fulfilled the exit award requirements
and are allowed to exit the programme of study for Ordinary Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
Classification Guidelines
Distinction The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered
by the programme
Credit The student has reached a standard of performance
attainment which is more than satisfactory but less than
outstanding
Pass The student has reached a standard of performance
attainment ranging from just adequate to satisfactory
20
1313 Appeals against Assessment Results
A student may appeal against the assessment results within 7 working days upon the
announcement of the results Any appeal should be directed to the Director of
SPEED in writing
Appeal against subject results may lead to a change in the subject grade which may
go upward or downward
1314 Academic Dishonesty and Disciplinary Actions
13141 For students who have been awarded a failure grade as a result of disciplinary action
a remark lsquorsquo will be recorded against the concerned subject failure grade denoting
ldquoDisqualification of result due to academic dishonestyrdquo The remark will appear on
the assessment result notification and transcript of studies until the students leave
the School
The remark will normally cover the following misconduct cases
cheating in assessment work tests or examinations
aiding academic dishonesty
plagiarism
violating rules governing the conduct of examinations that are related to possible
cheating
Students who have been recorded with the remark will also be subject to the penalty
of the lowering of award classification by one level upon graduation The minimum
of downgraded overall result will be kept at a pass
13142 Students who have committed disciplinary offences (covering both academic and
non-academic related matters) will be put on ldquodisciplinary probationrdquo normally for
one year and this will be shown on assessment result notification transcript of
studies and testimonial during the probation period until their leaving the School
For special cases which warrant heavier penalty the CPCE Student Discipline
Committee may specify a longer probation period
Students who have been put on disciplinary probation will be deprived of certain
privileges
13143 Other penalties may also be imposed on students who have committed academic
dishonesty and or disciplinary offences Details are specified on the SPEED
Student Handbook
1315 Exceptional Circumstances
Absence from an assessment component
If a student is unable to complete all the assessment components of a subject due to
illness or other circumstances beyond his her control and considered by the SARP
as legitimate the SARP will determine whether the student will have to complete
21
the assessment and if so by what means
Aegrotat award
If a student is unable to complete the requirements of the programme in question for
the award due to very serious illness or other very special circumstances which are
beyond his her control and considered by the BoE as legitimate CPCE will
determine whether the student will be granted an aegrotat award Aegrotat award
will be granted under very exceptional circumstances
A student who has been offered an aegrotat award shall have the right to opt either
to accept such an award or request to be assessed on another occasion to be
stipulated by the BoE the studentrsquos exercise of this option shall be irrevocable
The acceptance of an aegrotat award by a student shall disqualify him her from any
subsequent assessment for the same award
An aegrotat award shall normally not be classified and the award parchment shall
not state that it is an aegrotat award However the BoE may determine whether the
award should be classified provided that they have adequate information on other
studentsrsquo academic performance
Other particular circumstances
A studentrsquos particular circumstances may influence the procedures for assessment
but not the standard of performance expected in assessment
1316 Other Regulations
Students of the Bachelor of Arts (Honours) in Bilingual Studies are bound by all
other regulations of PolyU PolyU SPEED
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION
Students will be allowed to take additional subjects for broadening purpose in the
semester after they fulfil the graduation requirements However students will still
be subject to the maximum study load of 21 credits per semester and the availability
of places in the subjects concerned and their enrolment will be as subject-based
students only
After a student fulfils the graduation requirements in a semester he she may
continue to enrol as a subject-based student in the following semester only In the
case when the Summer Term is mandatory for all students of a programme students
who have fulfilled the graduation requirements in Semester 2 will be allowed to take
additional subjects in Semester 1 of the following academic year and not necessarily
during the Summer Term These students will be subject-based students only and
cannot use the results of the additional subjects to improve their GPA or Award GPA
Section Two
Subject Description Forms of
Discipline Specific Requirements
Subjects
Information on GUR subjects is available on the Student Portal (wwwspeed-
polyueduhkmySPEED)
22
Subject Code
SPD3189
Subject Title
Translation for the Workplace
Credit Value
3
Level
3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This course aims to equip students with skills in translating different
documents in the workplace from English to Chinese and vice versa
The main purposes are to enable students to understand the
translation theories and skills and be able to apply them in the
translation of workplace texts
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the general translation theories
b identify the formats of different workplace texts and
c apply the translation theories and skills in rendering different
workplace texts
Subject Synopsis
Indicative Syllabus
Translation theories strategies and skills
Translation process Peter Newmarkrsquos Semantic Translation and
Communicative Translation Yan Fursquos translation theories Xin Da
and Ya Formal Equivalence and Functional Equivalence
transliteration literal translation liberal translation addition
omission repetition rearrangement of words and expressions the
importance of context collocation and connotation and translation
of idioms and numbers
Formats of different workplace texts
Formats of different workplace texts such as notices official letters
memos promotional materials and minutes
Application of theories in translating different workplace texts
Translation of the different workplace texts mentioned above and
discussion of good and bad examples
TeachingLearning
Methodology
Lectures should focus on translation theories and skills formats of
workplace texts and application of theories with in-class discussion
and practice
Tutorials are used to discuss studentsrsquo performance in assignments
and group presentations Good and bad examples are shown to
facilitate studentsrsquo understanding of how a document should be
translated
23
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments 20
3 Group assignments 10
4 Class participation 10
Examination 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
吳尚智 顏婉雲 amp 江偉萍 (2005) 中英實務寫作與翻譯手冊 香
港香港城市大學
許建平 (2008) 研究生英語實用翻譯教程 北京 中國人民大學
出版社
References
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版社
李明 張新紅 amp 李克興編 (2003) 商務英語翻譯 英譯漢 北京
高等教育出版社
24
許建忠 (2002) 工商企業翻譯實務 北京 中國對外翻譯出版公
司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
周兆祥 amp 範志偉 (2004) 財經翻譯精要 香港 商務印書館
陸國強 (2013) 漢譯英常用表達式經典慣例 上海 上海外語教
育出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
25
Subject Code
SPD3260
Subject Title Analysis of Modern Chinese
Credit Value 3
Level 3
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help students to synthesise the concepts and
methodology they have accumulated in all the subjects in the
language and communication block in order to describe lexical
items phrases and sentence types of Modern Chinese systematically
Another purpose is to provide students with the necessary analytical
skills to recognise and compare regional varieties of Modern
Chinese especially in written genres Lastly this subject seeks to
enable students to apply the subject knowledge and generic skills
learned in this subject to other subjects on the programme and more
importantly in their future career in terms of both justifying their
understanding and to defend their interpretation of Chinese
sentences
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a apply the concepts of linguistics theories to describing and
analysing the structure meaning and actual usage of Modern
Chinese
b critically identify and evaluate variations in written Chinese
c develop critical and logical thinking through the application of
grammatical analysis of Modern Chinese and
d tackle intellectual problems from multiple perspectives
Subject Synopsis
Indicative Syllabus
1 Overview the formation of Modern Chinese
2 The sound system
3 The writing system(s)
4 Phrases and sentences
5 Words and word classes
6 Nominal structure
7 Subject-predicate structure
8 Verb-object and verb-complement structures
9 Serial verb construction
10 Passive and disposal constructions
11 Subordinative and coordinative structures
12 Regional varieties of Modern Chinese
26
TeachingLearning
Methodology
Lectures are conducted interactively and hands-on exercises are
provided for the students to apply their analytical skills to solving
problems in Chinese grammar All assignments are designed to
provide students with tasks that require the evaluation synthesis and
application of syntactical and morphological concepts and
approaches to the critical analysis and discussion of Chinese
language
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Assignment 30
2 Presentation 10
3 Written report 20
4 Take-home test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed by an assignment a presentation a written
report and a final test The assignment is designed to test the
studentsrsquo ability to apply grammatical concepts to describe evaluate
and analyse Chinese forms and patterns The presentation and the
written report are for students to evaluate the literature critically and
to systematically analyse an issue in Standard Chinese The take-
home test is a summative assessment on important contents of the
subject
Student Study
Effort Expected
Class contact
Lectures 39 Hrs
Other student study effort
Library search 39 Hrs
Reading lecture notes and reference 39 Hrs
Total student study effort 117 Hrs
27
Reading List and
References Recommended Books References
曹煒 2004《現代漢語詞匯研究》北京北京大學出版社
鄧思穎 2010《形式漢語句法學》上海上海教育出版社
符淮青 2011《現代漢語詞彙》香港 商務印書館(香港)有
限公司
葛本儀 2001《現代漢語詞彙學》濟南山東人民出版社
郭銳2002《現代漢語詞類研究》北京商務印書館
胡明揚 1996《詞類問題考察》北京北京語言學院出版社
李家樹陳遠止謝耀基 1999《漢語綜述》香港香港大學
出版社
劉叔新 2005 《漢語描寫詞匯學》(重排本)北京商務印書
館
陸儉明沈陽 2004《漢語和漢語研究十五講》(第二版)北
京北京大學出版社
呂叔湘等著 2010《語法研究入門》(第五版)北京商務印
書館
馬真 1997《簡明實用漢語語法教程》北京北京大學出版
社
人民教育出版社中學語文室 1984《中學教學語法系統提要》
(試用)
邵敬敏主編 2007《現代漢語通論》(第二版)上海上海教
育出版社
邢福義 1998《漢語語法學》長春東北師範大學出版社
邢福義 2001《漢語複句研究》北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
28
Subject
Code
SPD3261
Subject
Title
Introduction to Bilingual Studies
Credit
Value
3
Level 3
Medium of
Instruction
English and Chinese
Pre-
requisite
Co-
requisite
Exclusion
Nil
Objectives
This subject provides an introduction to bilingual studies covering the three
major sub-areas of the programme namely linguistics translation amp
interpreting and bilingual communication It also provides a schema as to
how these three sub-areas work together under the overarching area of
bilingual studies Lastly it puts bilingual studies in the language context of
Chinese and English and the community context of Hong Kong
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a have a general grasp of bilingual studies
b have an understanding of the three sub-areas of bilingual studies
namely linguistics translation amp interpreting and bilingual
communication
c embark on deeper and more concrete studies in the 3 sub-areas
d apply the general principles of bilingual studies to the Chinese-English
context
e apply Chinese-English bilingual studies to Hong Kong and
linguistically similar communities
Subject
Synopsis
Indicative
Syllabus
1 Language
a What is language
b Analysing Language
c Language in Society
d Languages in the World
2 Bilingualism in linguistics and beyond
a Bilinguality
b Societal bilingualism
c Bilingualism and biculturalism
3 Translation and interpreting
a Bridging two worlds
b Translation
c Interpreting
4 Bilingual communication
a Language switch by a bilingual
29
b Language choice in a bilingual community
c Relation between two language varieties
5 Chinese-English bilingual studies
a English as a world language
b Varieties of Chinese
c Hong Kong as an arena
Teaching
Learning
Methodolo
gy
In addition to face-to-face lectures and small group tutorials online
discussions (via Moodle E-learning System) and other computer-assisted
teaching methods will also be used with the help of multimedia (audio and
video) teaching materials Assignments closely related to the real-life use of
language will be given to help student solve language problems
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Take-home
exercises 5
2 Test 1 40
3 Test 2 40
4 Group
project 15
Total 100
Continuous assessment items andor weighting may be adjusted by the subject lecturer
subject to the approval of the School Programme Committee
Two tests will be administered during the semester which will aim to test
the studentsrsquo mastery of basic linguistic knowledge and problem solving
skills In addition students will also be required to conduct research in
groups on a certain linguistic topic in order to further their understanding of
the subject knowledge
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Reading and on-line study 58 Hrs
Preparing for tests 20 Hrs
Group project 10 Hrs
Total student study effort 127 Hrs
30
Reading
List and
References
Recommended Book Reference
For part (a)
Fromkin V Rodman R and Hyams N (2013) An Introduction to
Language (10th ed) Boston WadsworthCengage Learning
For other parts
Relevant reading materials will be suggested and assigned from time-to-time
when they are deemed appropriate
31
Subject Code SPD3262
Subject Title Interpreting for the Professions
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to train students to undertake simple
interpreting tasks This subject aims to help students build a
foundation for the development of essential skills in interpreting
between English and Chinese and vice versa It also uses ample
examples to familiarise students with the principles recurrent issues
and difficulties in interpreting guiding them along from an
introduction to fundamental communication issues in interpreting
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a distinguish the differences between translation and interpreting
b analyse and paraphrase the meaning in the source language
c acquire the skills of active listening and concentration
d acquire fundamental techniques and strategies essential to
interpreting and
e be able to perform interpreting tasks on topics from general areas
Subject Synopsis
Indicative
Syllabus
1 Orientation
- interpreting vs translation
- development of interpreting
- functions and features of different forms of interpreting
- quality assessment of interpreting
2 Codes of ethics
- fidelity
- confidentiality
- impartiality
3 Fundamental skills for interpreting
- active listening
- memory retention
- comprehension
- paraphrasing
- delivery
4 Drills of interpreting
- sight translation
- liaison interpreting
- short consecutive interpreting
32
TeachingLearning
Methodology
The subject will be delivered on a step-by-step basis Trainings on
fundamental skills of interpreting such as listening memorising
paraphrasing and delivering will be given to students at different
learning stages depending on the progress of students Given the
skill-based nature of the subject students will undertake in classes a
number of exercises that are designed to train specific interpreting
skills usually after teacherrsquos demonstration Peer evaluation and self
critiques will be used in order to take learners further into the
concepts skills and techniques
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Quiz-1 10
2 Mid-term quiz 30
3 Quiz-2 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Assessments are conducted regularly on a progressive manner
Assessment criteria include accuracy of delivery cohesion of
delivery intelligibility of delivery clarity of delivery and class
participation
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises
outside class 39 Hrs
Reading lecture notes and doing
interpreting assignments 39 Hrs
Total student study effort 117 Hrs
33
Reading List and
References Recommended Books References
Gile Daniel (2009) Basic Concepts and Models for Interpreter and
Translator Training John Benjamins Publishing Company
Jones Roderick (1998) Conference Interpreting Explained
Manchester St Jerome Publishing
Mason Ian (1999) Dialogue Interpreting Ian Mason St Jerome
Publishing
周兆祥 (1999)《口譯的理論與實踐》商務印書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
34
Subject Code SPD3263
Subject Title Introduction to Bilingual Communication
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
In Hong Kong it is a common practice especially in the corporate world
that the same message has to be presented in the appropriate language to
readers andor audiences who are either Chinese monoglots or English
monoglots or Chinese-English bilinguals This mode of communication
is not a form of translation and interpretation because it does not involve
a source message Besides communicative norms vary across languages
and between monolingual and multilingual contexts In this age of
globalisation where corporate functions are often done in more than one
language and involve personnel from more than one culture bilingual
communication could be a key to success in the corporate world This
subject together with SPD4559 attempt to prepare students for this
mode of communication in the workplace Specifically the focus of this
subject is to develop in students a grip on the conceptual resources
related to bilingual communicative norms and the conduct and content of
bilingual communication especially its integrated form
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a come to grips with the norms and principles of conducting
language-mediated communication in an age of globalisation
multilingualism and multiculturalism
b develop a communicative sense concerning when and where
monolingual norms or bilingual norms be used
c have a general idea about linguistic varieties and how this concept
relates to bilingual communication in corporate contexts
d the impact of the global spread of bilingualism and globalisation on
corporate communication
e how the emergence of bilingual varieties of communication relate to
the aforementioned developments
35
Subject
Synopsis
Indicative
Syllabus
1 conceptual resources underpinning an understanding of bilingual amp
cross-cultural communication
2 conduct amp content of bilingual communication
3 code choice in corporate communication in multilingual
metropolises
4 cross-lingual variation in communicative norms
5 bilingual mode of oral amp written communications in the private
sector
Teaching
Learning
Methodology
Matter that provides a conceptual grounding for the subject will be
delivered in a number of lectures Attempts to develop studentsrsquo grip of
these concepts will be made via in-class exercises
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks~
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 In-class written
exercises 25
2 In-class oral
exercises 25
3 Quiz 20
4 Subject report 20
5 Attendance amp
participation 10 NA
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Practices and Exercises 35 Hrs
Reading and Writing 35 Hrs
36
Total student study effort 109 Hrs
37
Reading List
and References Recommended (Introductory)
Bilbow G T (1996) Business speaking for Hong Kong Hong Kong
Longman Asia Ltd
Coastal Training Technologies Corporation (2002) Communications
intelligence Business etiquette Carlsbad CA CRM Learning
Luke K K amp Theodossia-Soula P (Eds) (2002) Eds Telephone
calls Unity and diversity in conversational structure across languages
and cultures Amsterdam J Benjamins
Marconi J (2004) Public relations The complete guide Singapore
Thomson
Schultz M Hatch M J amp Larsen M H (Eds) (2000) The
expressive organisation Linking identity reputation amp the corporate
brand Oxford Oxford University Press
Scholte J A (2000) Globalisation A critical introduction
Basingstoke Macmillan
Recommended (Advanced)
Gudykunst W B (2004) Bridging differences Effective intergroup
communication (4th
ed) Thousand Oaks California Sage Publications
Hofstede G (2001) Cultures consequences Comparing values
behaviors institutions and organisations across nations (2nd
ed)
Thousand Oaks California Sage Publications
Hofstede G Hofstede G J amp Minkov M (2010) Cultures and
organisations Software of the mind (3rd
ed) New York McGraw-Hill
References
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
中文資料
中國社科院語言研究所詞典編輯室 (2012) 現代漢語詞典 香港商
務印書館(香港)有限公司
中國社會科學院語言研究所 (2011) 新華字典 北京 商務印書館
吳光華主編 (2003) 新漢英辭典 上海 上海交通大学出版社
徐斌主編 (2003) 現代應用文寫作全書 西安 三秦出版社
張立民等編 (1994) 英漢對照應用文大全 南京 江蘇科學技術出版
社
楊正寬 (2002) 應用文 臺北 楊智文化事業股份有限公司
38
劉俊平 (2014) 應用文實戰手冊 先修班 臺北 三民書局股份有限
公司
蔣磊 (2000) 英汉習語的文化觀照与對比 荊州 武汉大学出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
39
Subject Code SPD3270
Subject Title Analysis of English
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject has the aim of acquainting the students with the structural
properties of the English language in a systematic way Context-related
properties will also be discussed so as to enable students to understand
the internal structures of the language through its use in real life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a demonstrate understanding of the basic structures of English and
their formation processes
b demonstrate that they grasp the basic techniques in segmenting and
representing the major structural patterns in English
c generalise and apply such knowledge and skills to the analysis of
newly-encountered English data
d develop critical and logical thinking
Subject
Synopsis
Indicative
Syllabus
1 Lexical Aspects
- Words and lexemes word categories
- Analysing English words base stem root affix morpheme and
its realisations inflection and derivation
- Word formation processes in English
2 Sentential Aspects
- Categories and structures of sentences clauses and phrases
- Phrases and their main characteristics head and dependents NP
DP AdjP AdvP PP VP
- Inflectional forms of verbs tense aspect mood
- Canonical and non-canonical clauses subject predicate
predicator object complement adjunct
- Sentence patterns and their graphic representations
Teaching
Learning
Methodology
This subject diverges from traditional approaches because it adopts a
data-driven context-oriented perspective in analysing the structural
properties of English
40
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Test-1 20
2 Test-2 20
3 Test-3 20
4 Final test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed through four tests which will assess the studentsrsquo
understanding of the grammatical theories taught and their ability to
apply such knowledge to the analysis of authentic English data
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 80 Hrs
Total student study effort 119 Hrs
Reading List
and References
Main Textbook
Huddleston Rodney and Geoffrey K Pullum (2005) A Students
Introduction to English Grammar Cambridge University Press
References for Further Study
Burridge Kate and Jean Mulder (1998) English in Australia and New
Zealand Oxford University Press
Carter Ronald Rebecca Hughes and Michael McCarthy (2000)
Exploring Grammar in Context Cambridge University Press
Coates Richard (1999) Word Structure Routledge
Gelderen Elly van (2010) An introduction to the grammar of English
41
John Benjamins Publishing Company
Leech Geoffrey and Jan Svartvik (2002) A Communicative Grammar of
English [The Third Edition] Longman
McCrum Robert William Cran and Robert MacNeil (2003) The Story
of English [The Third Edition] Penguin Books
Tallerman Maggie (2015) Understanding Syntax [The Fourth Edition]
New York RoutledgeTaylor amp Francis Group
Yule George (1998) Explaining English Grammar Oxford University
Press
陸國強 (1999)《現代英語詞彙學 ( 新版 )》 [Modern English
Lexicology the Revised Edition]上海外語教育出版社
章振邦 (1997) 《新編英語語法》(A New English Grammar) 上海外
語教育出版社第三版
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
42
Subject Code SPD4553
Subject Title English for Chinese Cultural Themes
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives To fulfil the English part of the Discipline-Specific Language
Requirement (DSLR) of the University by brushing up the use of
English for Chinese cultural themes
Intended Learning
Outcomes
Students are expected to be able to
a explain key features of Chinese culture in English
b use English as an effective tool for communication on various
Chinese cultural themes (eg traditional Chinese art literature
and philosophy)
c have an informed understanding of such communication
Subject Synopsis
Indicative
Syllabus
1 Principles for expressing in English Chinese culture loaded ideas
11 Fidelity vs recipient-friendliness
12 Means of re-presentation
121 Paraphrase
122 Annotation
123 Interpretation
124 Translation
125 Other means
2 Romanisation for Chinese and its pronunciation in English
21 Wade-Giles transliteration system
22 Mandarin Romanisation
23 Cantonese Romanisation
24 Pronunciation in English
3 Chinese-English glossaries in select areas
31 Chinese philology
32 Chinese society and politics
33 Chinese art and literature
34 Chinese religion
35 Chinese philosophy
36 Other areas
4 Essay-writing in the above select areas
43
TeachingLearning
Methodology
The subject will be conducted in highly interactive seminars so that
major Chinese issues and cross-cultural issues will be sufficiently
addressed In order to well expound the essential principles of the
subject (eg paraphrase interpretation annotation etc) case studies
and hands-on work will be supplemented under guidance of the
teacher whereas the assignments and in-class tests are designed to
encourage studentsrsquo active participation as well as to help develop
their critical thinking and writing ability
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Oral presentation 20
2 Essay writing
35
3 Attendance amp
class
participation
5
4 In-class tests 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 78 Hrs
Total student study effort 117 Hrs
Reading List and
References Main Readings
Chao YR 1969 ldquoDimension of Fidelity in Translation With Special
Reference to Chineserdquo Harvard Journal of Asiatic Studies 29 109-
130
Chao YR 1956 ldquoChinese Terms of Addressrdquo Linguistic Society of
America 32 (1) 217-241
Deeney John J 1995 ldquoTranscription Romanisation
Transliterationrdquo in Chan Sin-wai amp David E Pollard eds An
44
Encyclopedia of Translation Hong Kong Chinese University Press
1085-1107
Jin Di amp Nida Eugene 1984 On Translation Beijing China
Translation amp Publishing Corporation
Zhang Longxi 2010 ldquoThe Complexity of Differences Individual
Cultural and Cross-Culturalrdquo Interdisciplinary Science Reviews
35(3-4) 341-252
References for Further Study
Chan Wing-tsit 1973 A Source Book in Chinese Philosophy (4th
printing) Princeton Princeton University Press
Hodge B amp Kam Louie 1998 The Politics of Chinese Language
and Culture The Art of Reading Dragons New YorkLondon
Routledge
Introductions to Chinese Culture (30 vols) Cambridge amp New York
Cambridge University Press 2011
Kung-chuan Hsiao 1979 A History of Chinese Political Thought
New Jersey Princeton University Press
Quick References
DeFrancis John 2000 ABC Chinese-English Comprehensive
Dictionary Honolulu University of Hawaii Press
Hucker Charles O 1985 A Dictionary of Official Titles in Imperial
China Stanford Calif Stanford University Press
Kleeman Julie amp Yu Harry 2010 Oxford Chinese Dictionary
Oxford Oxford University Press
Journals
China Quarterly
China Journal
Early China
Journal of Chinese Religions
Journal of Chinese Studies
Modern China
Philosophy East amp West
Trsquooung Pao
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
45
46
Subject Code SPD4554
Subject Title Chinese and Bilingual Academic Inquiry
Credit Value 3
Level 4
Medium of
Instruction
Chinese (with English)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This subject aims to introduce students to the basic principles
strategies techniques and tools for Chinese and bilingual academic
inquiry and problem solving with emphasis on Chinese and bilingual
academic reading writing and information handling in support of
language-based academic and professional work This subject also
fulfils the Chinese part of the Discipline-Specific Language
Requirement (DSLR) of the University
Intended
Learning
Outcomes
Students are expected to be able to
a apply effective strategies and skills to academic reading and
writing in Chinese and bilingual contexts
b benefit from various resources both traditional and IT-oriented
for Chinese and bilingual academic inquiry
c evaluate select and deploy effectively IT tools for information
retrieval and data processing to support Chinese and bilingual
academic inquiry and problem solving
Subject Synopsis
Indicative
Syllabus
1 Orientation
- Language and culture
- Language and society
- Academic enquiry in a bilingual context
- To be academically inquisitive in a bilingual context
2 Intake of ideas in a bilingual context
- To read effectively
- Notes making as an aid to idea reception
3 Information handling in the bilingual context
- retrieval
- assessment
- classification and sorting
- further processing
4 Chinese and bilingual academic resources
- Traditional
- IT related
- Multi-media and hyper-media
47
5 IT tools for Chinese and bilingual information processing
- E-dictionaries and e-encyclopedias
- WWW and online library information retrieval
- Word-processing with the help of Microsoft Office
Teaching
Learning
Methodology
The subject will be conducted in interactive seminars supported with
computer-mediated demonstrations Class participation in the form of
continuous input by students will be encouraged to simulate problem
solving and solution enhancement environments
Online tutorial on academic integrity will facilitate studentsrsquo
self-learning at their own pace through a link within this subject
at moodlecpce-polyueduhk
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
method task
Weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Quiz 40
2 Homework 60
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed entirely through coursework consisting of two
quizzes and three pieces of homework Homework requires the
students to locate and solve a practical problem of academic inquiry
via making educated uses of whatever resources available The quizzes
are meant to consolidate the studentsrsquo basic understanding and skills in
Chinese and bilingual academic inquiry
Online Tutorial on Academic Integrity
To help students understand the importance of academic honesty and
learn ways to ensure that their work and behaviour at SPEED are
acceptable in this regard the Online tutorial on Academic Integrity is
included in this subject Students will need to complete the Tutorial
by Week 5 The Online Tutorial is part of the subject completion
requirement Students who fail to complete the Online Tutorial will
fail this subject
For students who have completed the Online Tutorial in another
subject they can be exempted from this requirement Proof of
48
completion (ie e-Certificate) is required
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Online tutorial on academic integrity 1 Hr
Readings and study 78 Hrs
Total student study effort 118 Hrs
Reading List and
References In Chinese (sorted in Pinyin)
费夫贺马尔坦 (李鸿志译) 《印刷书的诞生》 桂林 廣西師範
大學出版社 2007
羅樹寶 《說書 從獸骨到紙張的文字行旅》 台北 商周出版
2007
林玉山《工具書學概論》 廣州 廣東教育出版社 2004
王寧鄒曉麗 《工具書》 香港 和平圖書有限公司 2003
楊承運肖東發編 《北大學者談讀書》 北京圖書館出版社
2000
余嘉錫 (1884-1955) 《目录学发微 〈含古书通例〉》 北京 中
国人民大学出版社 2004
In English
Baez Benjamin and Boyles Deron The Politics of Inquiry Education
Research and the ldquoCulture of Sciencerdquo New York University of
New York Press 2009
Bergmann L S Academic Research and Writing Inquiry and
Argument in College Boston Longman 2010
Dunne M Pryor J and Yates P Becoming a Researcher A
Companion to the Research Process Maidenhead Open University
Press 2005
Flower L Learning to Rival A Literate Practice for Intercultural
Inquiry New Jersey Lawrence Erlbaum Associates Inc
Herring J E The Internet and Information skills A Guide for
Teachers and School Librarians London Facet Publishing 2004
Lester J D Writing Research Papers A Complete Guide (11th
ed)
New York Pearson Longman 2005
Long L and Long N Computers Information Technology in
Perspective Upper Saddle River Pearson Education Prentice Hall
2005
49
Lu Tonglin ldquoTransnationalism and Glocalisation in Chinese
Language and East Asian Cinemasrdquo China Review Vol 10 No 2
Fall 2010 1-14 (httpcupcuhkeduhkojsindexphpChinaReviewarticleviewFile24543404search= )
Lvovich N The Bilingual Self Inquiry into Language Learning
(PhD dissertation) Ohio Union Institute 1995
Nunan D and Choi Julie Language and Culture Reflective
Narratives and the Emergence of Identity New YorkLondon
Routledge 2010
Web Resources
中国语言文字网 httpwwwchina-languagegovcn
粵語審音配詞字庫
httphumanumartscuhkeduhkLexislexi-can
重編國語辭典修訂本
http1401113446newDictdictindexhtml
異體字字典 http140111140mainhtm
Chinese Character Dictionary汉字字典
httpwwwchinalanguagecomdictionariesccdict
《重訂標點符號手冊》修訂版與試用版內容對照表
httpwwwedutwfilessite_contentM0001haushioupdf
OneLook Dictionary Search httpwwwonelookcom
Online Dictionary for Library and Information Science
httplucomodlisaboutcfm
Google Scholar
httpscholargooglecom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
50
Subject Code SPD4557
Subject Title Integrated Study (Bilingual Studies)
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge
Indicative Area Subject Title
Bilingual Studies SPD3261 Introduction to Bilingual Studies
Translation amp
Interpreting SPD3189 Translation for the Workplace
SPD3262 Interpreting for the Professions
Linguistics SPD3260 Analysis of Modern Chinese
SPD3270 Analysis of English
Bilingual
Communication
SPD3263 Introduction to Bilingual
Communication
DSLR+
English SPD4553 English for Chinese Cultural
Themes
DSLR+
Chinese SPD4554 Chinese and Bilingual Academic
Inquiry +
Discipline-Specific Language Requirement subject
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject offers students an opportunity to integrate and apply
their language skills and knowledge of bilingual studies acquired on
the programme Students are expected to develop their critical
thinking skills by working independently to plan manage produce
and evaluate a detailed piece of work in one semester This subject
will provide studentsrsquo opportunities to evaluate and reflect critically
on their chosen area of study
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a identify a theoretical framework or model or practical problem
for investigation and study
b apply the language theories and knowledge of bilingual studies
acquired in the programme
c evaluate and reflect critically on the chosen topic and its
implications
d present findings recommendations andor results in a clear and
effective manner
51
Subject Synopsis
Indicative Syllabus
Students may choose to adopt different approaches for this
Integrated Study Some suggestions are as follows
1) Literature Review Approach students can discuss and analyse a
theoretical model or framework and conduct a critical review of
the literature in a particular area related to bilingual studies
OR
2) Practical Approach students can synthesise and apply what they
have learnt to manage a project based on an analysis of a
perceived need of a real business non-profit making
organisation
Other approaches are possible subject to the PEG approval
TeachingLearning
Methodology
A detailed project guideline will be provided to help the students
Each student will then be assigned to a supervisor who will provide
guidance throughout this project Specific consultation hours will
be arranged to facilitate students in this project Students are
required to develop and define a topic in consultation with the
supervisor submit a proposal and a progress report and at the end
submit a final report
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme Committee
The project will be assessed on the basis of proposal progress report
(including discussion and consultation with supervisor) and final
report
Assessment of proposal and progress report will focus on the
formative aspect of student performance and is appropriate for
intended outcomes 1 and 2 The final report accounts for 70 of
assessment and assessment is based on all four intended outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 100
1 Proposal 15
2 Progress report
(including discussion and
consultation with
supervisor)
15
3 Final report 70
Total 100
52
Student Study
Effort Expected Lecturer-student contact
Workshops 6 Hrs
Consultationsupervision 25 Hrs
Other student study effort
Self-study 120 Hrs
Total student study effort 1285 Hrs
Reading List and
References
References
Anderson J amp Poole ME (2002) Assignment and thesis writing
(4th
ed) Milton John Wiley amp Sons
Babbie E (2012) The practice of social research (13th
ed)
Cengage Learning
Bryman A (2011) Business research methods Oxford amp New
York Oxford University Press
Creswell J W (2007) Qualitative inquiry and research design
Choosing among five approaches (2nd
ed) Thousand Oaks CA
Sage Publications
Creswell J W (2008) Research design Qualitative
quantitative and mixed methods approaches (3rd
ed) Thousand
Oaks CA Sage Publications
Davis K A (1995) Qualitative theory and methods in applied
linguistics research TESOL Quarterly 29(3) 427-453
Doumlrnyei Z (2007) Research methods in applied linguistics
Oxford Oxford University Press
Doumlrnyei Z (2010) Questionnaires in second language research
Construction administration and processing (2nd
ed) New
York NY Routledge
Harmon C (2000) Using the internet online services and CD-
ROMs for writing research and term papers (2nd
ed) New York
amp London Neal-Schuman
Kumar R (2005) Research Methodology A step-by-step guide
for Beginners (2nd
ed) SAGE Publication
Merrigan G (2004) Communication Research Methods
Belmont CA WadsworthThomson Learning
Polonskey M J (2005) Designing and Managing a Research
53
Project A Business Studentrsquos Guide Thousand Oaks CA SAGE
Ruane J M (2005) Essentials of Research Methods A Guide to
Social Science Research Malden MA Blackwell
Silverman D (2013) Doing qualitative research A practical
handbook London SAGE
Zikmund W (2003) Business research methods (7th
ed) South-
Western of Thomson Learning
Additional papers and books relevant to the studentrsquos specific
project topic will be identified by the student or recommended by the
supervisor
54
Subject Code SPD3225
Subject Title Written English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build studentsrsquo competencies in
professional written English It is designed to enable students to
write in a crisp efficient professional style that gets the required
results by focusing on the readerrsquos needs and minimising any
chances of misunderstanding
Secondary objectives are to expand studentsrsquo range of language and
to improve accuracy tone and cohesion
Modern Professional Style will be analysed practised and mastered
to gain the benefits of precision of expression enhanced
relationships and accountability
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a analyse their readersrsquo needs and select information accordingly
b write concisely and without ambiguity of message
c create a positive impression through improved accuracy and
tone
d accomplish demanding writing tasks within desired timeframes
The above will include attention to and feedback on a range of
studentsrsquo written English skills
range of language
grammatical accuracy
organisation and coherence
toneappropriacy
55
Subject Synopsis
Indicative Syllabus
Part 1 Modern Professional Style for Email
Effective vs ineffective written communication
Being able to apply key principles and techniques of Plain English
Developing an awareness of the needs of the reader Critically
comparing the features of effective and ineffective written texts
Creating a reader-friendly document
Making key information stand out frontloading key information
using vertical lists and using parallel structure
Modern Professional Style
Using key principles and techniques such as conciseness and an
appropriate register (neutral style vs informal style)
Developing an appropriate tone
Creating a sincere professional image through vocabulary
selection grammatical voice and positive tone
Genre specific patterns
Recognising and applying appropriate patterns for a variety of
purposes particularly
Dealing with enquiries
Discussing and agreeing terms
Expressing dissatisfaction
Responding to customer problems
Linguistic range and accuracy
Being better able to select appropriate vocabulary and control
grammatical accuracy Being able to identify and correct common
errors in written texts
Part 2 Modern Professional Style for Reports
Applying the appropriate techniques from Part 1 to short reports
and proposals Being able to effectively select and organise relevant
information in order to write a well organised reader friendly report
or proposal
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the professional written English
Step 2 Students analyse texts and - with guidance - discover key
language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
56
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy tone
conciseness etc
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods tasks
weighting
Intended subject
learning outcomes
to be assessed
a b c d
Continuous Assessment 50
1 Communicating with
colleagues or customers 20
2 Short report or proposal 30
Examination (BULATS
Writing Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate in written English in a business
context The tasks also indirectly address in terms of content For
example the assessed tasks may require students to synthesise
business information from different functional units of an
enterprise discuss how best to deal with an ethical dilemma facing
an enterprise andor use their global outlook to decide the best way
to deal with a business-related communication task
Subject Intended Learning Outcomes (SILOs)
Each of the three assessment tasks allow the SILOs to be assessed
The assessed tasks are however different from each other in that
they elicit from students a range of relevant text types eg
responding to an enquiry expression dissatisfaction asking a
colleague for clarification writing a short marketing report etc
Each task is designed to elicit a representative sample of language
from which studentsrsquo range accuracy organisation coherence
and tone appropriacy can be assessed Task completion will also
be assessed written communication often has a specific objective
and whether or not a text achieves its objective needs to be
considered in awarding grades for communicative ability
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
57
Criteria and descriptors vary slightly between the formative tasks
and the BULATS Writing Test but the core underlying language
skills are very similar
Student Study
Effort Expected
Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Books References
Ashley A (2000) A handbook of commercial correspondence
Oxford Oxford University Press
Brock SL (2003) Better business writing techniques for
improving correspondence (4th
ed) Menlo Park CA Crisp
Learning
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Oxford
Macmillan
Bilbow Grahame T (2004) Business writing for Hong Kong (3rd
ed) Hong Kong Longman
Holt R D Grigor amp N Sampson (2004) Email International
business correspondence for all occasions Hong Kong
Macmillan
McCarthy M et al (2009) Grammar for business Cambridge
University Press
Mascull Bill (2010) Business vocabulary in use Advanced
Cambridge Cambridge University Press
Mascull Bill (2010) Business vocabulary in use Intermediate
Cambridge Cambridge University Press
Pile L (2004) E-mailing Addlestone UK DELTA Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
58
Subject Code SPD3226
Subject Title Spoken English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build a broad awareness of and develop
the spoken English communication skills that are increasingly
needed to achieve successful outcomes in a range of fairly
demanding work-related situations
This is a task-based subject in which students encounter a range of
simulated professional situations focussed on problem solving and
presentations The contexts are designed to provide opportunities to
introduce analyse and practise a range of functional language (eg
the language of negotiating options promising action clarifying
meaning etc) with particular attention to tone and register A
secondary objective is to expand studentsrsquo professional vocabulary
Intended Learning
Outcomes
On successfully completing this subject students will have the
language skills to be able to do the following in a professional and
appropriate manner
a establish a professional relationship in an appropriate manner
b contribute to and if necessary manage a problem-solving
meeting in a professional and appropriate manner
c present themselves their ideas and the products and services of
a company or organisation
d negotiate in a professional and appropriate manner
The above will include attention to and feedback on a range of
studentsrsquo spoken English skills
range of language
grammatical accuracy
pronunciationstressintonation
discourse management
interactive communication skills
59
Subject Synopsis
Indicative Syllabus
Communicating in Groups
Functional language for
contributing to meetings (eg asking for and giving opinions
dealing with interruptions clarifying etc)
managing meetings (eg setting objectives asking for
clarification keeping to the point summarising etc)
problem-solving (eg stating options balancing arguments
changing your approach etc)
decision making (eg making a suggestion expressing doubt
stating future action etc)
Presenting Persuasively
Functional language and communication techniques for
Laying solid foundations the start the finish signposting
Powerful techniques eg repetition rhetorical questions the
rule of three
Being positive and dramatic power words amp convincing
language storytelling and anecdotes
Handling questions paraphrasing questions answering
strategies
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the target language in realistic professional
contexts
Step 2 Students analyse audiovideo recordings and transcripts
and with guidance-discover key language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy pronunciation
etc
60
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
method tasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
50
1 Three- way problem-
solving discussion 25
2 Individual
presentation 25
Examination
(BULATS Speaking Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate more effectively and efficiently in
professional spoken English in a business context
Subject Intended Learning Outcomes (SILOs)
The three assessment tasks allow each of the 4 SILOs to be
assessed at least twice Each task is designed to elicit a
representative sample of language from which studentsrsquo range
accuracy discourse management pronunciation stress
intonation and interactive abilities can be assessed
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
Criteria and descriptors vary slightly from one assessed task to
another depending on the exact skill-set to be assessed but the core
underlying language skills are very similar
Student Study
Effort Expected Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
As this is a language skills subject it does not require extensive
academic reading but rather extensive exposure analysis and
practice Students may find the following sources useful
Recommended Books References
Allison J amp P Emmerson (2007) The business intermediate
studentrsquos book with DVD ROM Oxford Macmillan
Centre for Professional and Business English (2002) Business
61
English kit for HK executives common errors business writing
amp social English Hong Kong Economic Times
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Macmillan
Oxford UK
Mascull Bill (2002) Business vocabulary in use intermediate
Cambridge Cambridge University Press
Mascull Bill (2004) Business vocabulary in use Advanced
Cambridge Cambridge University Press
McCarthy M et al (2009) Grammar for business Cambridge
Cambridge University Press
Murphy R (2012) English grammar in use with answers A self-
study reference amp practice book for intermediate students of
English (4th
ed) Cambridge Cambridge University Press
Online Resources
General
BBC Learning English
wwwbbccoukworldservicelearningenglishgeneral
Presentations
Presentation Magazine wwwpresentationmagazinecom
PolyU ELC
httpelcpolyueduhkcillpresentationsordering_questionhtm
Podcasts
Business English Pod wwwbusinessenglishpodcom
English Pod wwwenglishpodcom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
62
Subject Code SPD4337
Subject Title English and Chinese in Contrast
Credit Value 3
Level 4
Medium of
Instruction
English (Chinese is used only when a Chinese term is referred to)
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Linguistic Knowledge in English and Chinese would be helpful for
deeper understanding of this course
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This is a comprehensive linguistic course highlighting the
differences between English and Chinese through a linguistic
study of both It aims to develop studentsrsquo awareness of the
contrastive linguistic differences and similarities in Chinese and
English With daily examples students should be able to identify and
analyse critically the structures and functions of these languages and
apply the subject knowledge to solve linguistic problems encountered
in professional and workplace discourses and in daily communication
situations This subject will also encourage studentsrsquo examination of
the intercultural linguistic difference between the east and the west as
well as the intra-cultural differences within the Greater China region
essential to translation and other integrated use of English and
Chinese for professional communication
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a recognise the significance of contrastive analysis in professional
communication
b develop an understanding of the linguistic differences and
similarities between Chinese and English
c identify and analyse critically the structures and functions of these
languages
d apply the subject knowledge to the explanation of linguistic
phenomena encountered in professional discourses and in day-to-
day communication situations
e examine the intercultural difference between the east and the west
as well as the intra-cultural differences within the Greater China
region linguistically essential to translation and other integrated
use of English and Chinese for professional communication
63
Subject Synopsis
Indicative
Syllabus
Overview of Contrastive Analysis
Introduction to contrastive analysis in linguistics function and
importance of contrastive analysis in linguistics evolution of and
philosophies behind the Chinese and English languages
Linguistic Differences and Similarities between Chinese and
English
Fundamental Linguistic characteristics of English and Chinese
contrastive study of English and Chinese phonetics and phonology
word formation morphology grammar syntax semantics
Cross-cultural Translation and Communication
Translation skills (order form structure) language of respect and
humanity face politeness conventional cognition of English and
Chinese
Teaching
Learning
Methodology
Lectures will introduce and explain the principles and various
approaches to contrastive language studies with specific reference to
examples drawn from the greater China region and the English-
speaking countries wherever appropriate and invite sharing of
observations through group discussion
Tutorials provide students the opportunity to deepen their
understanding of the concepts taught in lectures and to understand the
linguistic differences and similarities between Chinese and English as
well as cultural differences in Chinese and English through tutorial
exercises student presentations and group discussions
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d e
Continuous Assessment 60
1 Group project with
individual components 35
2 Mid-term test 15
3 Participation and in
class work 10
Examination 40
Total 100
64
Student Study
Effort Expected Class contact
Lecture 26 Hrs
Tutorial 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
Yule G (2010) The study of language (4th
ed) UK Cambridge
University Press
潘文國 (2013) 漢英語言對比概論 北京 商務印書館
References
Chen D (2011) Contrastive linguistics between Chinese and
English Beijing Foreign Language Teaching and Research Press
Hatim B (1997) Communication across cultures Translation theory
and contrastive text linguistics Exeter Exeter University Press
Nida E A (1993) Language culture and translating Shanghai
Shanghai Foreign Language Education
Snell-Hornby M (2001) Translation studies An integrated
approach Amsterdam John Benjamins
何善芬 (2002) 英漢語言對比研究 上海 上海外語敎育出版社
卉君 (1993) 漢語基本知識 香港 商務印書館
黃伯榮 amp 廖序東 (2011) 現代漢語 北京 高等教育出版社
金惠康 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
李德津 amp 程美珍 (2008) 外國人使用漢語語法 (修訂本) 北京
北京語言大學出版社
蕭立明 (2010) 英漢比較硏究與翻譯 上海 上海外語敎育出版
社
陳定安 (1997) 英漢比較與翻譯 香港 商務印書館
王武興 (2003) 英漢語言對比與翻譯 北京 北京大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
65
Subject Code SPD4346
Subject Title Translation for the Media
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Basic knowledge in SPD3189 Translation for the Workplace or
equivalent
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject introduces to the students the features and practices of
the media industry in Hong Kong and important concepts and
techniques in the translation of media documents including news
reports magazine articles web pages etc It provides sufficient
practice to help students acquire hands-on experience and essential
skills to develop expertise in media translation
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the features and practices of the media industry in Hong
Kong
b analyse different formats and styles of English and Chinese
media texts and
c form and apply appropriate approaches and strategies for
translation tasks of different media texts
Subject Synopsis
Indicative Syllabus
Features and Practices of Media Industry in Hong Kong
Todayrsquos media Functions of the mass media Fundamental
considerations of media translation Tasks of a media translator
Characteristics of Media Language
Nature of media language Semantic level Syntactic level Rhetoric
level Features of English and Chinese media writings
Translation Skills Approaches and Strategies for Media
Documents
Transliteration literal translation liberal translation and combined
translation Addition omission repetition reversion and
rearrangement of words and expressions Balance of accuracy
fluency and expressiveness Adapting editing and re-writing texts
Translation for Printed Media
Translation strategies and approaches for different types of printed
media writings including news reports magazine articles editorials
etc
66
Translation for Electronic Media
Translation strategies and approaches for different types of
electronic media writings including TV and radio broadcast
internet etc
TeachingLearning
Methodology
Lectures focus on the introduction and explanation of translation
theories and concepts with specific reference to different media
documents wherever appropriate Group discussions are arranged
regularly Tutorials provide students with the opportunity to deepen
their understanding of the concepts taught in lectures and to apply
the theories in practice The activities in tutorials normally include
discussion practice and presentation related to both the source text
and the target text of media documents
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments (eg
test reflective journal case
study)
20
3 Group assignments (eg
project report research
paper)
10
4 Class participation 10
Examination 40
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
67
Reading List and
References
Recommended Textbook
There is no prescribed textbook This is a dynamic course which
mainly involves current media documents in Hong Kong Lecture
summary and supplementary notes may be distributed from time to
time
References
Ho W K (2001) Media translating In An Encyclopedia of
Translation Chinese-English eds Chan Sin-wai amp David E
Pollard (pp 651 ndash 657) Hong Kong The Chinese University Press
Itule BD amp Anderson DA (2007) News writing and reporting
for todayrsquos media (7th
ed) New York McGraw Hill
McLoughlin L (2000) The language of magazines London
Routledge
Reah D (2002) The language of newspapers (2nd
ed) London
Routledge
朱伊革 (2007) 英語新聞的語言特點與翻譯 上海 上海交通大
學出版社
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版
金惠香 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
康照祥 (2005) 媒體識讀 臺北 揚智文化
端木義萬 (2000) 傳媒英語研究 北京 中國社會科學出版社
廖柏森 (2007) 新聞英文 閱讀與翻譯技巧 臺北 眾文圖書公
司
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
賴蘭香 (2012) 傳媒中文寫作 香港 中華書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
68
Subject Code SPD4468
Subject Title Writing for Marketing and Public Relations Purposes in English
Credit Value 3
Level 4
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Marketing Management and Public Relations
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject stresses the importance for marketing and PR
professionals to communicate effectively to their target audiences
It equips students with the essential conceptual and analytical skills to
enable them to write a range of effective marketing and PR materials in
English which observe common textual conventions used by
professional marketing and PR writers
The primary focus is on creating effective advertisingpromotional
copy and effective media releases as these are the most common ways
of reaching a target audience Students will also become acquainted
with other text types including backgrounders brochures and broadcast
scripts
Recent technological changes are covered to give students an
understanding of how technology has impacted written communication
skills in the marketing and PR industries
Intended
Learning
Outcomes
Upon successful completion of this subject students will be able to
a identify the intended public and the nature of various media in
planning and writing marketing and PR text
b apply marketing and public relations writing skills to produce
effective promotionaladvertising copy and press releases that reach
their target audience with the desired effect
c recognise and understand legal and ethical problems associated
with marketing and public relations writing and adjust writing style
to avoid these and
d proofread a range of marketing and public relations texts to
improve accuracy by identifying a range of common grammatical
errors
69
Subject
Synopsis
Indicative
Syllabus
The subject develops studentsrsquo awareness of how a range of effective
marketing and PR texts are constructed and helps them develop their
own professional writing skills to produce texts with similar features
It uses genre analysis to analyse the lsquomovesrsquo used by effective
marketing and PR writers in a range of markets and media and
provides many opportunities for students to produce and critically
evaluate their own texts
PART 1 Before you Start Writinghellip
a) Setting communication objectives
Adopting a problem-solution mindset
Defining your target audience
Defining what you want your writing to achieve
b) Considering legal and ethical issues
Defamation
Privacy
Inclusiveness
Gender-neutral writing
lsquoGreenwashrsquo
PART 2 Writing Copy that Sells
a) Key lsquomovesrsquo of successful promotionaladvertising texts
Getting the readerrsquos attention and holding it
Writing from the readerrsquos point of view
Putting human benefits before features
Identifying your USP
Establishing your credibility
Showing that the value exceeds the price
Telling the reader what to do next
Giving the reader a reason to act now
Creating a compelling headlinetagline
b) Critical evaluation of a range of authentic promotionaladvertising
texts in different media
c) Analysis of common linguistic errors in promotionaladvertising
texts written by Chinese L1 writers
PART 3 Writing Successful Media Releases
a) Key lsquomovesrsquo of successful media releases
Identifying a strong news angle
Getting the story into the lead paragraph
Adding high-impact quotes
Creating a compelling headline
Maintaining an objective and neutral tone
b) Critical evaluation of a range of authentic media releases
c) Analysis of common linguistic errors in media releases written by
Chinese L1 writers
70
Teaching
Learning
Methodology
The approach to teaching and learning will incorporate
a) guided discovery
b) skills development in focused tasks and
c) opportunities for students to demonstrate individually their
improved competence
Class time will focus on a discovery-based approach in which students
through guided analysis of model texts will critically evaluate a range
of successful (and occasional unsuccessful) marketing and public
relations copy to identify key features
Students will go on to develop their ability to incorporate these
features into their own writing apply their understanding by
synthesising a range of writing techniques and skills to produce
effective texts of their own in group and individual writing activities
There will be a balance between group work and individual
participation Group work will prepare students to work effectively
with other team members Individual writing tasks and other tasks will
develop a sense of personal responsibility for the quality of their own
communication
Students are expected to read widely on the subject The lecturer will
direct students to one or more specific articles that consolidate and
expand the skill(s) that have been covered that week Alternatively
students may be expected to read some of the theoretical material
before class and come to class already informed of key principles
There is no distinction between lectures and tutorials for this subject
71
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Final Examination 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to approval of the School Programme Committee
Student Study
Effort Expected
Class contact
Lessons 39 Hrs
Self-study and class preparation 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbook
The material is based on the work that the Centre for Professional and
Business English (CPBE) of PolyU carries out with organisations and
working adults in Hong Kong Students will receive the core course
material in two in CPBE-written modules
Part A Writing Copy that Sells
Part B Writing PR Copy
72
References
Aronson M Spetner D amp Ames C (2007) The Public Relations
Writers Handbook The Digital Age 2nd Edition San Francisco
JosseyBass
Bivins T H (2013) Public Relations Writing The Essentials of Style
and Format 8th
Edition McGraw-Hill
Bly RW (nd) The Fundamentals of Persuasive Writing Retrieved 15
December 2015 from wwwblycomPagesdocumentsTFOPWhtml
Farrall C and Lindsley M (2008) Professional English in Use
Marketing Cambridge Cambridge University Press
Harrington J (2015) RIP press releases hello integration and
goodbye PR Welcome to the future of our industry Retrieved 15
December 2015 from wwwprweekcomarticle1366952rip-press-
releases-hello-integration-goodbye-pr-welcome-future-industry
Hayden CJ (2009) Increase Your Signal-to-Noise Ratio Retrieved 15
December 2015 from wwwgetclientsnowcomsignal-to-noise-
ratiohtm
Makepeace C (2009) How to Create a Killer Ad Retrieved 15
December 2015 from
wwwmakepeacetotalpackagecomarchiveshow-to-create-a-killer-ad
Rich C (2012) Writing and Reporting News 7th ed Belmont
California Wadsworth
Ross K (2015) How to Write a Press Release in One Easy Lesson
Retrieved 15 December 2015 from wwwkayrosscompress-
releasehtml
Ross K (2015) Why Should I Visit Your Website - And Why Should I
Stick Around Retrieved 15 December 2015 from
wwwkayrosscomwhy-websitehtml
Schermerhorn M (2005) Writing Great Website Sales Copy
Retrieved 15 December 2015 from httpezinearticlescomWriting-
Great-Website-Sales-Copyampid=36763
Scott DM (2013) The New Rules of Marketing amp PR How to Use
Social Media Online Video Mobile Applications Blogs News
Releases and Viral Marketing to Reach Buyers Directly Hoboken NJ
John Wiley amp Sons
Smith R D (2008) Becoming a Public Relations Writer A Writing
Process Workbook for the Profession 3rd ed Routledge
73
Swain JW amp Swain KD (2014) Effective Writing in the Public
Sector Armonk USA Routledge
Whitaker W R Ramsey J E and Smith R D (2012) Media writing
print broadcast and public relations 4th ed New York Routledge
Wilcox D L (2012) Public Relations Writing and Media
Techniques 7th ed Pearson
Yopp J J and McAdams K (2014) Reaching Audiences a Guide to
Media Writing 6th ed Boston Allyn amp Bacon
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
74
Subject Code SPD4556
Subject Title Languages in Contemporary Societies
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to help the students to understand the
social nature of language to be keenly aware of the product and process
of languages in contact and cross-language influence in the accelerated
globalising society and to be able to apply the sociolinguistic knowledge
learned in class to analyse and evaluate language use in various social
and cultural contexts
Intended
Learning
Outcomes
Students are expected to be able to
a Articulate the social nature of language and the role of language in
both reflecting and constructing a speakers social identity
b Acquire acute awareness and understanding of the dynamics of
language variation and change in multilingual and multicultural
societies
c Appraise critically language-related issues and exercise critical
judgment in evaluating language use in various social and cultural
contexts
d Apply sociolinguistic knowledge to describe and explain the
phenomena of human interaction the students encounter
e enhance critical thinking in the course of study a theoretical subject
socio-linguistics
f enhance biliteracy and trilingualism by virtue of a deeper
understanding of language use in cosmopolitan multi-lingual cities
like Hong Kong
Subject
Synopsis
Indicative
Syllabus
1 Language and social identity
2 Bilingualism and diglossia
3 Societal multilingualism
4 Code-mixing and code-switching
5 Linguistic variation and change
6 Language culture and thought
7 Register genre and style
8 Language and internet development
9 New Media Literacy
75
Teaching
Learning
Methodology
Theory and practice will be fully integrated throughout the subject In
addition to the provision of key concepts of the subject and guidance on
applications highly interactive seminars are designed to encourage
active participation from the students in classroom discussion
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation 20
2 Quiz 20
3 Term paper 40
4 Class participation 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed by presentation quiz and term paper While
the quiz assesses the studentsrsquo grip of the subject matter of a general
nature the presentation and term paper will involve applying the
conceptual resources learned in the subject to describe critically
evaluate and explain some samples of language use in society Besides
the participation tutorial encourages the students to participate actively
in discussion and critically responds to the teacher and fellow classmates
in academic debates
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Supervised studies group work 35 Hrs
Library search fieldwork own research 35 Hrs
Total student study effort 109 Hrs
76
Reading List and
References Aitchison Jean and Diana M Lewis (ed) 2003 New Media
Language London Routledge
Auer Peter (ed) 2007 Style and Social Identities Alternative
Approaches to Linguistic Heterogeneity New York Mouton de
Gruyter
Bonvillain Nancy (2014) Language culture and communication
the meaning of messages [The Seventh Edition] Upper Saddle
River NJ Pearson
Claika Elaine 1994 Language The Social Mirror (3rd Ed) Heinle
amp Heinle
Deborah Tannen and Anna Marie Trester (ed) 2013 Discourse 20
language and new media Washington DC Georgetown University
Press
Eckert Penelope amp Sally McConnell-Ginet 2013 Language and
Gender [The Second Edition] Cambridge University Press
Fasold Ralph 1996 The Sociolinguistics of Language Oxford
Basil Blackwell
Holmes Janet 2013 An Introduction to Sociolinguistics [The
Fourth Edition] Longman
Wardhaugh Ronald (2015) An Introduction to Sociolinguistics
[The Seventh Edition] Chichester John Wiley amp Sons Inc
Stockwell Peter 2007 Sociolinguistics A Resource Book for
Students Routledge
教育部語言文字信息管理司組編《中國語言生活狀況報告》
2005 2006 2007 2008 2009 2011 北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
77
Subject Code SPD4558
Subject Title Applied Translation Studies
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to produce students who understand the factors
involved in communication across two languages who have an
awareness of the different levels of meaning in a text who can use this
awareness to evaluate both source texts and their translations who
have an awareness of basic issues concerning translation as a
profession It will also assist students to examine texts and analyse the
linguistic and sociolinguistic issues underlying communication across
cultures
Intended
Learning
Outcomes
Students are expected to be able to
a understand linguistic and cultural issues in translation
b analyse texts from the point of view of a translator
c identify translation problems in relation to syntax lexis function
and cultural issues to classify them and to find solutions
d translate texts of various types using appropriate strategies and
procedures
e become thinking translators
f students are expected to develop the ability of critical thinking and
cultural appreciation
Subject
Synopsis
Indicative
Syllabus
1 introduction- what translation studies does
2 science of translationmdashlinguistic approach to translation
3 dynamic equivalence
4 type reader translator strategy (functionalist approach)
5 text analysis in translation
6 translation procedures
7 translation of metaphor
8 translation of terminology
9 cultural issues in translation
10 multilingualism in a monolingual text
11 translation in the context of bilingualism and biculturalism
78
Teaching
Learning
Methodology
This subject will be conducted in lectures and seminars Assignments
will be designed to provide tasks which encourage and develop critical
analysis and evaluation as well as encourage and develop the
discussion of their own work and existing translations
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 One paper 80
2 Class
participation
amp paper-conducting
20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed in the form of essays describing
translation problems encountered by the students using theories learned
in class and readings and analyse existing translations
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Peter Newmark A Textbook of Translation (New York Prentice Hall
1988) Eugene A Nida ldquoDynamic Equivalence in Translationrdquo in An
Encyclopaedia of Translation (Hong Kong Chinese University Press
1995) pp223-230
Jin Di ldquoEquivalent Effect in Translationrdquo in An Encyclopaedia of
Translation (Hong Kong Chinese University Press 1995) pp231-234
Roman Jakobson ldquoOn Linguistic Aspects of Translationrdquo Theories of
Translation eds Rainer Schulte and John Biguenet (Chicago and
London University of Chicago Press 1993) pp 144-151
Marilyne Rose ldquoTranslation Types and Conventionsrdquo Translation
Spectrum ed Marilyne Rose (Albany State University of New York
Press 1981) pp31-40
Katharina Reiss ldquoText Types Translation Types and Translation
79
Assessmentrdquo Readings in Translation Theory ed Andrew Chesterman
(Helsinki Oy Finn Lectura Ab 1989) pp106-115
Juliane House ldquoTranslation Quality Assessmentrdquo Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 157-161
Christiane Nord Translation as a Purposeful Activity St Jerome
(1997)
Marrlyne Rose ldquoTime and Space in the Translation Process in
Translation Spectrum pp 1-7
Vinay amp Darkelnet ldquoTranslation Proceduresrdquo in Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 61-69
Jin Di amp Eugene Nida On Translation 中國對外翻譯出版公司
1984
JC Catford A Linguistic Theory of Translation Oxford Univ Press
1965
孫述宇金聖華《英譯中》香港中文大學校外進修部
1975
張培基等《英漢翻譯教程》上海瓦與教育出版社2007
譚載喜《新編奈達論翻譯》北京對外翻譯出版公司1999
劉靖之ldquo重神似不重形似rdquo《翻譯論集》(香港三聯書店
1989) pp1-15
羅新璋 ldquo我國自成體系的翻譯理論rdquo《翻譯論集》(香港商務
印書館1989) pp1-19
林語堂 ldquo論翻譯rdquo 《翻譯論集》(香港三聯書店1989)
pp32-47
趙元任ldquo論翻譯中信達雅的信的幅度rdquo《翻譯論集》(香
港三聯書店 1989)pp48-63
陳西瀅 ldquo論翻譯 rdquo《翻譯論集》(北京商務出版社
1989)pp 400-408
曾虛白ldquo翻譯中的神韻與達rdquo《翻譯論集》(北京商務出版
社 1989)pp 409-416
80
傅雷ldquo翻譯與臨畫 mdash《高老頭》重譯本序rdquo 《翻譯論集》(香
港三聯書店1989) pp 68-69
傅雷關於翻譯的通信《翻譯論集》(香港三聯書店1989)
pp 70-78
錢鍾書ldquo林紓的翻譯rdquo《翻譯論集》(香港三聯書店1989)
pp 302-332
黃宣範ldquo翻譯的語言基礎rdquo《翻譯與語意之間》(台北聯經出
版事業公司1993)pp217-242
《翻譯季刊》香港翻譯學會
《中國翻譯》中國翻譯者協會
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
81
Subject Code SPD4559
Subject Title Bilingual Communication Workshop
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The aim of this subject is to achieve better co-ordination and
integration for the learning of Chinese (including Putonghua) and
English among the students and to better prepare students for
professional environments where the two written codes and three
spoken languages will be either simultaneously interchangeably or
integratively used It is believed that such environments are the
norm in both the private and public sectors of Hong Kong and that
graduates from this programme will be expected to assume as
executives the role of linguistic brokers or intermediaries in these
environments
This subject focuses on enhancing studentsrsquo biliterate and trilingual
skills as well as integrated bilingual communication via a lsquolearning
by doingrsquo approach whereas SPD3263 focuses on developing
studentsrsquo grip on the conceptual resources related to bilingual
communicative norms and the conduct and content of bilingual
communication especially its integrated form
Intended Learning
Outcomes
Students are expected to be
a knowledgeable of the types and features of bilingual
communication in both the private and public sectors
b skilled in parallel drafting of documents in both Chinese and
English and in integrated forms of bilingual communication
c able to conduct a range of acts of verbal and non-verbal
communication such as speech opening amp closing
complimenting amp toasting informational probing amp querying
criticising amp self-defending in a professional manner in cross-
cultural and professional contexts
d bilingual norms of language-mediated communication
e communicative norms of inter-cultural communication
f rhetorical tasks involving queries critique ampor lobbying
82
Subject
Synopsis
Indicative
Syllabus
1 making amp defending a case in both Cantonese Putonghua amp
English
2 conducting parallel case documentation in both Chinese and
English
3 making queries in Cantonese Putonghua and English
4 conducting integrated bilingual communication
Teaching
Learning
Methodology
This subject will be conducted in a highly interactive workshop mode
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks~
weighting
Intended subject learning outcomes to
be assessed
a b c d e f
Continuous
Assessment
100
1 Three oral
exercises 55
2 Two written
exercises 35
3 Feedback
given as a
consultant^
10
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
As an advocate (25) as a fact-finder (10) as a critic (20)
^ Consultant is a role-play position in the simulated class exercises The role
of the consultant in class exercises is to offer helpful suggestions to other
players for improvement This part of assessment is a minor class work
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Guided Supervision 13 Hrs
Other student study effort
Preparation amp Practices 35 Hrs
Writing Exercises 35 Hrs
Total student study effort 109 Hrs
83
Reading List and
References References
Argenti P (2007) Corporate communication (4th
ed) New York
NY McGraw-HillIrwin
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
Chaney LH amp Martin JS (2014) Intercultural business
communication (6th ed) Upper Saddle River NJ PearsonPrentice
Hall
John Sinclair (Eds) (2011) Collins Cobuild English dictionary for
advanced learners Bishopbriggs Glasgow HarperCollins
Mascull B (2010) Business vocabulary in use Advanced (2nd
ed)
Cambridge Cambridge University Press
Mascull B (2010) Business vocabulary in use Intermediate (2nd
ed) Cambridge Cambridge University Press
中國社科院語言研究所詞典編輯室 (2016) 現代漢語詞典 香港
商務印書館
中國社會科學院語言研究所 (2011) 新華字典(第 11 版) 北京
商務印書館
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
香港理工大學中文及雙語學系 (2010) 理大實用中文寫作手冊
香港 香港理工大學中國語文教學中心
陸谷孫(2008)英漢大詞典 上海上海譯文出版社
經濟日報出版社 (2002) 中國商務應用文書手冊 香港 經濟日
報出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
84
Subject Code SPD4563
Subject Title Chinese Media in the Bilingual Context
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject presents and explores issues of bilingualism and
multiculturalism in Chinese media practice in the accelerated globalising
and pluralistic societies of today utilising conceptual resources from
bilingualism and discourse analysis The students are encouraged to
reflect and generalise the use of language and languages in media
discursive practice and to apply and extend their creative and critical
thinking capacity as well as their bilingual knowledge and skills through
analysing and practicing different media genres in Hong Kong and the
related Cultural China regions
Intended
Learning
Outcomes
Students are expected to be able to
a acquire a good understanding of the sociocultural and
sociolinguistic characteristics of Chinese media in Hong Kong and
its related Cultural China regions
b appraise critically language-related issues of media communication
in the accelerated globalising and digitalising world
c develop further bilingual knowledge and skills with an appropriate
usemix of signs styles and symbols for Chinese media production
in a pluralistic society
d develop critical and creative thinking via analysing and producing
different media products in Hong Kong and the related Cultural
China region
e develop integrated biliteracy and trilingualism with heightened
awareness and appreciation of the multilingual and multicultural
mix in Hong Kong and the related Cultural China regions
Subject
Synopsis
Indicative
Syllabus
1 Globalisation localisation and the development of Chinese media
2 Orality and literacy in Chinese media
3 New words and formation in Chinese media
4 Codemixing and codeswitching in Chinese media
5 Intertextuality and hybridity in Chinese media
6 Stylistic variations and changes in Chinese media
7 Signs and Symbols in Chinese media
8 Ideology and image transformation in Chinese media
85
Teaching
Learning
Methodology
The subject will be divided into lectures and seminars Lectures will
cover the major themes in the broadest form while seminars will
concentrate on the special topics andor case studies A combination of
various exercises including presentation class discussion and media
work production will be utilised to maximise the learning outcomes for
the students Tutorial sessions will be arranged to assist students to
complete their assignments satisfactorily
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e
Continuous
Assessment
100
1 Presentation 20
2 Class
participation 15
3 Media
production 45
4 Quiz 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Seminars 13 Hrs
Other student study effort
Readings amp Discussion 30 Hrs
Writing amp problem-solving tasks 50 Hrs
Total student study effort 119 Hrs
86
Reading List
and References
Baran Stanley J 2007 Introduction to Mass Communication Media
Literacy and Culture (Updated 4th ed) New York McGraw-Hill
Chan K J W Walls and D Hayward 2007 (ed) East-West
Identities Globalisation Localisation and Hybridisation Boston
Brill
Craig T J and R King 2002 Global Goes Local Popular Culture in
Asia Hong Kong Hong Kong University Press
Li David CS 1996 Issues of Bilingualism and Biculturalism A Hong
Kong Case Study New York Peter Lang
Lee CC JM Chan Z Pan and CY K So 2002 Global Media
Spectacle News War over Hong Kong New York State University of
New York Press
Machin D amp T V Leeuwen 2007 Global Media Discourse A
Critical Introduction New York Routledge
Meinhof U amp J Smith 2000 Intertextuality and the Media From
Genre to Everyday Life New York Manchester University Press
Wu D D (ed) 2008 Discourses of Cultural China in the Globalising
Age Hong Kong Hong Kong University Press
Lee Francis L F (2014) Talk radio the mainstream press and public
opinion in Hong Kong Hong Kong Hong Kong University Press
王建華主編 2006《資訊時代報刊語言跟蹤研究》杭州浙
江大學出版社
吳東英 許謙文 2000 方言變異還是語體變異 內地與香港娛
樂新聞的語篇差異分析《中國語文》第一期35-41頁
吳東英秦秀白吳柏基2004香港報刊語言口語化的表現形
式和功能《當代語言學》 第3期248-256頁
俞旭郭中實黃煜主編(1999)《新聞傳播與社會變遷》香
港中華書局
鄭慶君 2007《手機短信中的語言學》長沙湖南大學出版
社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
87
Subject Code SPD4564
Subject Title Classical Chinese for Today
Credit Value 3
Level 4
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help our student to break the language barrier that
prevents them to access the civilisation of Ancient China recorded in the
textual forms It enables students to acquire reading ability in Classical
Chinese by adopting the principled systematic approach devised by Wang
Li and his team at Peking University to the acquisition of Classical
Chinese on the part of undergraduate students The essence of this
approach is the division of teaching materials into three parts namely (1)
texts (2) basic vocabulary (3) grammatical patterns and relevant
knowledge with a strong sense of striking a balance between maximising
the utility of each of these three parts and integrating the three as far as
practicable
Intended
Learning
Outcomes
Students are expected to be able to
a acquire sufficient vocabulary to understand Classical Chinese
b acquire the basic grammatical features that are commonly found in
Classical Chinese
c make use of dictionaries and reference works that are instrumental
in studying Classical Chinese source material
d generalise and apply the knowledge acquired to comprehend newly-
encountered texts
e translate Classical Chinese into modern Chinese
f appreciate the historical developments of Chinese language
g relate the classical texts to the cultural historical philosophical and
social evolutions in China
h develop critical and logical thinking through learning Classical
Chinese in a systematic manner
i acquire life-long learning skills through the application of
dictionaries and reference works in the study
j enhance the appreciation of traditional Chinese civilisation
including culture history and philosophy
k identify the influences of traditional Chinese civilisation on the
contemporary world
l have a better sense of historic-national identity and responsibility
88
Subject
Synopsis
Indicative
Syllabus
A Selected Texts
1 Pose Zuozhuan (左傳) Mencius (孟子) Lunyu (論語)
Zhuangzi (莊子) Xunzi (荀子) Han Fei Zi (韓非子)
Zhanguoce (戰國策) Sun Zi (孫子兵法) Shiji (史記)
Hanshu (漢書)
2 Poem Shijing (詩經)Chuci (楚辭)Tangshi (唐詩)
Songci (宋詞)
B Vocabulary
1 The basic meanings and the extended meanings of the
lexical items found in the selected text
2 The synonyms and related words of the lexical items
3 The semantic change of the lexical items in the history of
Chinese language
C Grammatical features
1 Sentence types and their markers
2 Passive versus active sentences
3 Lexical categories Pronouns Connectives prepositions
adverbs and particles
4 The functional shift of lexical categories in Classical
Chinese
5 Word Order in Classical Chinese
D Relevant Knowledge
1 Major dictionaries and reference works in studying
Classical Chinese
2 The metrical patterns in poems and verses
3 The family names and personal names in Ancient China
4 The official titles Ancient China governments
5 The rituals and festivals of Ancient China
6 The astronomical calendar adopted in Ancient China
Teaching
Learning
Methodology
In addition to lectures provided by the subject teacher students will be
required to apply the taught skills to solve problems in understanding
Classical Chinese on their own Critical discussion on the different
commentaries and annotations of the selected texts will be held
Presentations on the socio-cultural aspects of Ancient China will also be
required
89
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes to be assessed
a b c d e f g h i j k l
Continuous
Assessment
50
Examination 50
Total 100
Continuous assessment items andor weighting may be adjusted by the subject
lecturer subject to the approval of the School Programme Committee
The subject will be assessed by assignments and examination The take-
home assignments assess the respective knowledge and skills for the subject
while the final examination assesses studentsrsquo vocabulary size
comprehension ability and translation skills of Classical Chinese
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self studies 60 Hrs
Course work (total 3) 9 Hrs
Total student study effort 108 Hrs
Reading
List and
References
王力主編2006《古代漢語》(校訂重排本)一至四冊北京中華
書局
張世祿2004《古代漢語教程》(修訂版)上下冊上海復旦大學
出版社
王力1984《談談學習古代漢語》濟南山東教育出版社
王力編2000《王力古漢語字典》北京中華書局
王政白1992《古漢語同義詞辨析》合肥黃山書社
楊伯峻何樂士2001《古漢語語法及其發展》(修訂本)北京
語文出版社
村夫向東1985《古漢語語法手冊》太原山西人民出版社
周振甫2004《怎樣學習古文》北京中華書局
張中行2007《文言津逮》北京中華書局
The Reading List and References are indicative Relevant reading materials
will be suggested and assigned from time-to-time when they are deemed
90
appropriate
91
Subject Code SPD4565
Subject Title Communications in Greater China
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
Greater China is a political plurality and is multicultural with policies
and practices of communications varying from polity to polity This
subject will provide students with a survey and understanding of the
social and media characteristics and the communicative norms that are
essential for interpreting evaluating and designing corporate
communication materials related to media relations in the region
Conceptual resources from global communication and cross-cultural
competence will be utilised with the hope to further develop the
studentsrsquo multilingual sensitivity and their multicultural competence
which should help them better adapt to their future professional life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a articulate the social systems and the characteristics of persuasive
communication in the Greater China region
b articulate the media systems and characteristics that are relevant
to media relations management in the region
c evaluate the appropriateness and effectiveness of the language for
persuasion in the region based on their acquired knowledge of the
communicative norms and variations within the region
d plan design and produce integrated materials for public
communication campaigns and managing publicity for the
corporation
e broaden outlooks with enhanced knowledge and understanding of
the linkages and differences in the Greater China region
f enhance biliteracy and trilingualism with heightened awareness
and performance in using different Chinese varieties and styles in
relation to the context of the region
Subject
Synopsis
Indicative
Syllabus
1 The emergence of the concept Greater China and its constituents
2 Governmental policies and practice of communications in Greater
China
3 Public opinions and corporate image management in Greater
China
4 External corporate communications in Greater China
interpersonal dimension
5 External corporate communications in Greater China media
systems and practice
92
Teaching
Learning
Methodology
In addition to attending lectures and tutorials students are provided with
tasks that require survey evaluation and comparison as well as practice
of various forms of corporate communication and of managing
interpersonal and media relations for the corporation in the region
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation
oral quiz 20
2 Problem set 40
3 Quiz 20
4 Participation
tutorial 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The presentation oral quiz allows the students to demonstrate their
understanding of lecture content and provides them with an opportunity
to deal with a special topic within the subject in depth The problem set
will involve applying the conceptual resources learned from the subject
to 1) critically evaluate and justify the suitability of persuasive
communication(s) in Greater China 2) critique the existing approaches
and construct an alternative model for persuasive communication in the
region andor 3) plan and design materials for effective public
communication campaigns in the region While the quiz assesses the
studentsrsquo grip of the subject matter of a general nature the students are
also encouraged to participate actively in class by discussing with their
fellow classmates in the QampA session after the presentation oral quiz
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and Discussion 35 Hrs
Writing and Problem-solving Tasks 35 Hrs
Total student study effort 109 Hrs
93
Reading List
and
References
Lu Xing Wenshan Jia and D Ray Heisey (ed) 2002 Chinese
Communication Studies Contexts and Comparisons Westport CT Ablex
Publishing
Miller Dan P amp Robert L Heath 2004 Responding to Crisis A Rhetorical
Approach to Crisis Communication Mahwah NJ Lawrence Erlbaum
Associates Publishers
Magala Slawomir (ed) 2005 Cross-cultural Competence London
Routledge
McPhail Tomas L 2006 Global Communication Theories Stakeholders
and Trends Malden MA Blackwell Publishing
Rawnsley Gary D and Ming-Yeh T Rawnsley (ed) 2003 Political
Communications in Greater China New York RoutledgeCurzon
Stiff James B and Paul A Mongeau 2003 Persuasive Communication
New York The Guiford Press
Wu Doreen D (ed) (2008) Discourses of Cultural China in the
Globalising Age Hong Kong Hong Kong University Press
Yu Bin (ed) 1996 Dynamics and Dilemma Mainland Taiwan and Hong
Kong in a Changing World New York Nova Science Publishers
陳國明主編 2004《中華傳播理論與原則》五南圖書出版股份有限
公司
胡泳ldquo在互聯網上營造公共領域rdquo《現代傳播》2010 年第 1 期
单业才编著 2007 《企业危机管理与媒体应对》北京 清華大學出
版社
林景新著 2009《网络危机管理》廣州暨南大學出版社
劉建明 2006 《新聞發布概論》北京 清華大學出版社
張海洋 2006《中國的多元文化與中國人的認同》民族出版社
翟學偉 1994 《面子 人情 關係網》河南人民出版社
翟学伟 2011 《中国人的脸面观 形式主义的心理动因与社会表
征》 北京大学出版社
朱海松 2010 《网络的破碎化传播传播的不确定性与复杂适应
性》中国市场出版社
單波石義彬劉學 2011《新闻传播学的跨文化转向》上海交通
94
大學出版社
石国亮 2012《新媒体时代公关案例》 研究出版社
黎佩兒 2012《香港傳媒-新聞自由與政治轉變》天地圖書出版
社
The Reading List and References are indicative Relevant reading materials will
be suggested and assigned from time-to-time when they are deemed appropriate
95
Subject Code SPD4566
Subject Title Consecutive Interpreting
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Pre-requisite SPD3262 Interpreting for the Professions
Objectives
This subject is designed to consolidate the basic interpreting skills
learnt in ldquoSPD3262 Interpreting for the Professionsrdquo and further
develop studentsrsquo interpreting abilities by training them to be able to
undertake consecutive interpreting (CI) tasks on general topics in
the workplace In this subject students will learn some essential CI
skills such as active listening note-taking and oral presentation to
behave professionally in CI Practice will focus on CI tasks on
various topics between Chinese (MandarinCantonese) and English
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a master the basic skills and strategies essential to CI
b recognise the specific requirements of an interpreting task
c make adequate preparation for a CI task
d apply CI to a wide variety of situational uses
e undertake interpreting tasks in the workplace
Subject Synopsis
Indicative Syllabus
1 Basic concepts of interpretation
Functions and features of different types of interpretation
Criteria for good interpretation
Professional ethics and practice
2 Skills for CI
Note-taking skills
Improvisation skills
Public speaking skills
Sight translation skills
TeachingLearning
Methodology
Classes will be conducted in a language laboratory in an interactive
mode Speech recordings on current affairs will be used in classes as
training materials to keep students updated on latest events to
widen their vocabulary and to enrich their repertoire of expressions
In addition audio and video recordings of professional interpreters
will be shown in order to expose learners to different interpreting
styles Students will also be asked to research on interpreting
assignments that cover a variety of topics on current local and
international issues Through class discussion students are guided to
develop self-evaluation and peer-evaluation skills
96
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Class
participation and
performance
10
2 Mid-term quiz 30
3 After-class
practice 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject adopts formative assessment method Specifically
students will be assessed through a series of quizzes in the course of
learning These quizzes will be conducted at different learning
stages to assess studentsrsquo performance under pressure and to
evaluate studentsrsquo progress of learning CI from Chinese (mainly
Cantonese) to English and English to Chinese (mainly Cantonese)
will carry equal weighting in the assessment
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises outside
class 39 Hrs
Reading lecture notes and doing interpreting
assignments 39 Hrs
Total student study effort 117 Hrs
Reading List and
References
Gentile Adolfo Uldis Ozolins amp Mary Vasilakakos 1996 Liaison
Interpreting A Handbook Melbourne Melbourne University Press
Gillies Andrew 2005 Note-taking for Consecutive Interpreting A
Short Course Manchester St Jerome Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
97
Subject Code SPD4568
Subject Title Translation for Business and Commerce
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to train students in the practice of translation for
business and commerce Students will be introduced to basic concepts
and principles relating to business and commercial translation
Through a variety of hands-on tasks students will acquire and apply
specific strategies and techniques to tackle translational problems in
various types of business and commercial texts Students will also
learn to think critically about ethical issues that professional
translators face in the industry
Intended Learning
Outcomes
At the end of the course students should be able to
a Reflect critically on basic concepts and principles relating to
business and commercial translation
b Identify specific strategies and techniques in solving
translational problems in business and commercial texts
c Apply the concepts principles strategies and techniques
acquired to the translation of various types of texts in the
business and commercial domain
Subject Synopsis
Indicative
Syllabus
1 the nature and function of business and commercial translation
2 basic concepts and principles
3 translating general business documents strategies and
techniques
4 translating technical financial documents strategies and
techniques
TeachingLearning
Methodology
This subject will be conducted in a highly interactive seminar mode
Lectures will be complemented by hands-on tasks and class
discussions Assignments will be designed to help learners apply the
knowledge acquired in class to practical translation work
98
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Assignment 1 25
2 Assignment 2 25
3 Assignment 3 25
4 Assignment 4 25
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Being a skill-oriented subject assessment is based primarily on
assignments and an end-of-semester class test
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References Brett Michael (2000) How to Read Financial Pages London Random
House
Downes J amp Goodman J E (2006) Barronrsquos Dictionary of Finance
and Investment Terms 7th edition New York Barronrsquos
Downes J amp Goodman J E (2003) Barronrsquos Finance amp Investment
Handbook New York Barronrsquos
周兆祥(2004)《財經翻譯精要》香港商務印書館
李德鳳(2007)《財經金融翻譯》香港香港大學出版社
白雲開 (2001)《21世紀商用中文書信寫作手冊》香港香港城
市大學出版社
張新紅李明 (2011)《商務英語翻譯》北京高等教育出版社
99
陳仕彬 (2003) 《金融翻譯技法》香港中文大學出版社
許建忠 (2003)《工商企業翻譯實務》香港中文大學出版社
方夢之毛忠明 (2008) 《英漢mdash漢英應用翻譯綜合教程》上
海上海外語教育出版社
李長栓 (2012) 《非文學翻譯理論與實踐》北京中國對外翻譯
出版公司
王恩冕 (2005) 《如何翻譯英語報刋經濟文章》北京對外經濟
貿易大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
This Definitive Scheme Document is issued in August 2017 It is subject to review and
changes which the School can decide to make from time to time Students will be informed
of the changes as and when appropriate
TABLE OF CONTENTS
SECTION ONE GENERAL INFORMATION Page
1 PROGRAMME HOST 1
2 PROGRAMME OPERATION AND MANAGEMENT 1
3 CONTACT INFORMATION 1
4 AWARD TITLE 2
5 MODE STUDY LOAD AND DURATION OF STUDY 2
6 ATTENDANCE 2
7 PROGRAMME AIMS AND OUTCOMES 2
8 ENTRANCE REQUIREMENTS 3
9 CREDIT TRANSFER AND EXEMPTION
91 Credit Transfer 4 92 Exemption 5 10 CURRICULUM DESIGN
101 Outcome-based Curriculum 5
102 Programme Structure 6
103 Recommended Progression Pattern 9
104 Curriculum Mapping 10
11 MEDIUM OF INSTRUCTION 11
12 TEACHING AND LEARNING METHODS 11
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment 11
132 Assessment Methods 12
133 Grading 13
134 Grade Point Average 14
135 Role of Subject Assessment Review Panel 15
136 Role of Board of Examiners 16
137 Academic Probation 16
138 Progression and De-registration 16
139 Late Assessment 17
1310 Retaking of Subjects 17
1311 Eligibility for Award 18
1312 Guidelines for Award Classification 18
1313 Appeals against Assessment Results 20
1314 Academic Dishonesty and Disciplinary Actions 20
1315 Exceptional Circumstances 20 1316 Other Regulations 21
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION 21
SECTION TWO SUBJECT DESCRIPTION FORMS OF
DISCIPLINE SPECIFIC REQUIREMENTS SUBJECTS
Page
Compulsory Subjects
SPD3189 Translation for the Workplace 22
SPD3260 Analysis of Modern Chinese 25
SPD3261 Introduction to Bilingual Studies 28
SPD3262 Interpreting for the Professions 31
SPD3263 Introduction to Bilingual Communication 34
SPD3270 Analysis of English 38
SPD4553 English for Chinese Cultural Themes
41
SPD4554 Chinese and Bilingual Academic Inquiry 44
SPD4557 Integrated Study (Bilingual Studies) 48
Elective Subjects
SPD3225 Written English for Professionals 52
SPD3226 Spoken English for Professionals 56
SPD4337 English and Chinese in Contrast 60
SPD4346 Translation for the Media 63
SPD4468 Writing for Marketing and Public Relations Purposes in English 66
SPD4556 Languages in Contemporary Societies 72
SPD4558 Applied Translation Studies 75
SPD4559 Bilingual Communication Workshop 79
SPD4563 Chinese Media in the Bilingual Context 82
SPD4564 Classical Chinese for Today 85
SPD4565 Communications in Greater China 88
SPD4566 Consecutive Interpreting 92
SPD4568 Translation for Business and Commerce 94
Section One
General Information
1
1 PROGRAMME HOST
The Bachelor of Arts (Honours) in Bilingual Studies is hosted by the School of
Professional Education and Executive Development (SPEED) which assumes the
overall academic responsibility in the realm of quality assurance in both teaching and
learning
2 PROGRAMME OPERATION AND MANAGEMENT
21 The School Programme Committee (SPC) oversees the operation of all PolyU-SPEED
award programmes The SPC meets at least twice a year
22 A Programme Executive Group (PEG) will be formed to manage the day-to-day
operation of the Bachelor of Arts (Honours) in Bilingual Studies The PEG which
operates informally is chaired by the Programme Leader and includes staff with key
responsibilities for the programme Student representatives will be invited to meet
with the PEG in each semester to provide feedback
23 Students will also be invited to nominate their representatives to join the StudentStaff
Consultative Group (SSCG) in SPEED SSCG is a formal channel through which
student views are obtained It meets at least once per semester and reports or makes
recommendations as appropriate to the SPC
24 Students are encouraged to provide feedback on subject level via the Student
Feedback Questionnaire (SFQ) exercise which will be considered by the related
parties for continuous improvement of teaching and learning
3 CONTACT INFORMATION
Programme Leader
Dr K H Cheung
(Tel 3746-00774 Email khcheunspeed-polyueduhk)
Deputy Programme Leader
Dr Val Chen
(Tel 3746 0084 Email spczilispeed-polyueduhk)
Administrative Staff
Ms Elsa Ho Programme Officer
(Tel 3746 0070 Email ooelsahospeed-polyueduhk)
Ms Cecilia Lai Administrative Assistant
(Tel 3746 0069)
General Enquiry Line 3400 2828
Fax Number 2363 0540
Website httpwwwspeed-polyueduhk
Email Address spawardspeed-polyueduhk
2
4 AWARD TITLE
Bachelor of Arts (Honours) in Bilingual Studies
Students may apply to exit the programme for the ordinary degree of ldquoBachelor of Arts
in Bilingual Studiesrdquo upon fulfilling the requirements as specified in Section 13112
of this document
5 MODE STUDY LOAD AND DURATION OF STUDY
51 The programme is offered in full-time mode of study
52 The normal study load is 15 credits in each semester
53 Prior approval from the School is required if students wish to deviate from the
recommended study load The maximum study load to be taken by a student in a
semester is 21 credits1 unless exceptional approval is given by the Director of SPEED
For such cases students will be reminded that the study load approved should not be
taken as grounds for academic appeal
54 Students on academic probation will be required to take a reduced study load To help
improve the academic performance of the students on academic probation the School
will decide the maximum number of credits to be taken by these students on an
individual basis
55 The normal duration of the programme is 2 years The maximum period of
registration is twice the normal duration ie 4 years
6 ATTENDANCE
It is important that students attend classes and study related activities regularly and
punctually Participation forms a critical part in the learning process contributing to
the desired learning outcomes Absence will affect study progress and students should
not be absent without good reason
Some subjects under this programme are Continuing Education Fund (CEF)
reimbursable subjects For CEF reimbursement claims students are required to fulfil
the attendance requirement as stipulated by the Office of CEF
1 Not applicable to students on academic probation
3
7 PROGRAMME AIMS AND OUTCOMES
71 Aims of the Programme
The overarching aim of the programme is to build on the linguistic knowledge and skills
of graduates from relevant Associate Degree Higher Diploma programmes producing
knowledgeable Chinese-English bilinguals with a broad linguistic base who can
approach language and related cultural issues intellectually contribute to the
development of bilingual studies and apply their expertise to related professions in Hong
Kong and other cosmopolitan Chinese communities
72 Programme Intended Learning Outcomes
Graduates of the programme are expected to
(a) have a cultivated understanding of the academic disciplines that form the knowledge
foundation for a career closely related to bilingual studies
(b) have a broad linguistic base that forms the skills foundation for a career where
bilingual studies are applicable
(c) be equipped with sound knowledge of Chinese and English
(d) be equipped with good command of Chinese and English
(e) be able to analyse and solve problems relating to bilingual studies
(f) be able to develop critical thinking
(g) be able to cope with stringent demands in terms of ethics leadership etc made by
society and the professional world
73 Correlation between Programme Intended Learning Outcomes and Institutional Learning
Outcomes
The following table shows the correlation of the programme intended learning
outcomes and PolyUrsquos institutional learning outcomes at undergraduate degree level
Programme
Intended
Learning
Outcomes
Institutional Learning Outcomes for Undergraduate Degree
Competent
professional
Critical
thinker
Effective
communicator
Innovative
problem
solver
Lifelong
learner
Ethical
leader
a
b
c
d
e
f
g
4
8 ENTRANCE REQUIREMENTS
81 The minimum requirements for admission to the programme are
(a) Holders of an Associate Degree a Higher Diploma or equivalent qualification in
relevant disciplines awarded by recognised universities institutions
(b) Those who do not possess the above-mentioned qualifications but have reached
the age of 25 before 1 September in the year in which they seek admission may
apply as mature applicants Mature applicants should possess relevant working
experience in senior positions and have completed post-secondary studies in
related fields They will also be required to pass an admission test and
demonstrate to an Admission Interview Panel their ability to complete the
programme
82 Applicants who apply for admission with non-local qualifications are also required to
attain the following English language requirement
IELTS 60 or TOEFL 550 (paper based) 213 (computer based) 80 (Internet
based)
The above requirement may be exempted for applicants who have completed sub-
degree programmes or equivalent with English as the medium of instruction
9 CREDIT TRANSFER AND EXEMPTION
91 Credit Transfer
Students will be given credits for recognised previous study and the credits will be
counted towards meeting the requirements of the award Normally not more than
50 of the required number of credits for the academic award may be transferable
from approved institutions outside The Hong Kong Polytechnic University (PolyU)
For transfer of credits from programmes within the PolyU normally not more than
67 of the required credits for the award can be transferred In cases where both
types of credits are transferred not more than 50 of the required number of credits
for the award may be transferred Grades may or may not be given for the transferred
credits
The programme is an articulation degree programme Students normally will not be
given credit transfer for any required Cluster-Area Requirements (CAR) and Service-
Learning subjects under General University Requirements (GUR) and they must
complete at least 60 credits2 to be eligible for the award Students who have
completed comparable subjects at sub-degree studies may apply for exemption
Should exemption be granted students will be required to take other electives
(including free electives) to make up the total of 60 credits2 required
2 The minimum requirement of 60 credits does not include the Language and Communication
Requirements (LCR) subjects under GUR which are applicable to individual students
5
The granting of credit transfer is a matter of academic judgement In assessing the
transferability of subjects previously taken the syllabus of that subject should be
carefully scrutinised to ascertain that it is comparable to the curriculum of the
programme Other relevant information may also be required to ascertain the
academic standing of the institution offering the previous study Decision on granting
credit transfer lies with the School
For credit transfer of retaken subjects the grade attained in the last attempt should be
taken in the case of credit transfer with grade being carried over Students applying
for credit transfer for a subject taken in other institutions are required to declare that
the subject grade used for claiming credit transfer was attained in the last attempt of
the subject in their previous studies If a student fails in the last attempt of a retaken
subject no credit transfer should be granted despite the fact that the student may have
attained a pass grade for the subject in the earlier attempts
Students should not be granted credit transfer for a subject which they have attempted
and failed in their current study
The validity period of subject credits earned is 8 years starting from the year in which
the subject is completed (eg if the qualification credit was earned in 201617 the
validity period should count from 2017 for 8 years) Credits earned from previous
study should remain valid at the time when the student applies for transfer of credits
92 Exemption
Students may be granted exemption from taking certain subjects if they have
successfully completed similar subjects at a comparable level in other programmes
The credits associated with the exempted subjects will not be counted for satisfying
the credit requirements of the programme In such case students will be advised to
take other subjects to satisfy the credit requirements
10 CURRICULUM DESIGN
101 Outcome-based Curriculum
University education goes beyond merely mastering accumulation of factual
knowledge It is vital to develop studentsrsquo ability to solve problems and think
critically These focuses are translated from the initial programme objectives to the
teaching approaches and evaluation of student performance
The underpinning curriculum design principle for this programme is outcome-based
learning An outcome-based curriculum provides a rigorous and robust delineation of
the professional competence It also highlights the generic abilities that are
considered important for the graduates of this programme
Explicitly specified outcomes give a clear direction as to how teaching and assessment
6
should be planned aligned and carried out Ultimately this enhances coherence and
integration among subjects within the programme
In addition students are encouraged to take more responsibility for their own learning
in an outcome-based curriculum When learning outcomes are stated clearly students
are able to plan their own learning more effectively
102 Programme Structure
1021 The programme of study consists of at least 60 credits All students are also required to
complete a non-credit-bearing Work-Integrated Education component
(a) General University Requirements (GUR) (Minimum 9 credits)
Nature Details Credits
Language and
Communication
Requirements (LCR)
6 credits in English amp
3 credits in Chinese
(Students who have met the equivalent standard
of the undergraduate degree LCR will not be
required to take these credits Individual
students who are required to take LCR subjects
will be advised of the details before programme
commencement)
9
Cluster-Area
Requirements (CAR) One subject
with Chinese Reading amp
Writing Requirements and China Studies
Requirement embedded
One subject with English Reading amp
Writing Requirements embedded
3
3
Service-Learning (SL)
Free elective
Prior to the full implementation of SL
students may take a 3-credit free elective in
lieu of SL
3
The latest information on GUR subjects is available on the Student Portal (wwwspeed-polyueduhkmySPEED)
7
(b) Discipline Specific Requirements (DSR) (51 credits)
Indicative Area Subject Title Level
Compulsory Subjects (9 subjects 3 credits each)
Bilingual Studies SPD3261 Introduction to Bilingual Studies 3
Translation amp Interpreting
SPD3189 Translation for the Workplace 3
SPD3262 Interpreting for the Professions 3
Linguistics SPD3260 Analysis of Modern Chinese 3
SPD3270 Analysis of English 3
Bilingual Communication
SPD3263 Introduction to Bilingual Communication 3
DSLR English SPD4553 English for Chinese Cultural Themes 4
DSLR Chinese SPD4554 Chinese and Bilingual Academic Inquiry 4
Capstone SPD4557 Integrated Study (Bilingual Studies) 4
Elective Subjects^ (any 8 subjects 3 credits each at most 1 subject at Level 3)
English Language
SPD3225 Written English for Professionals 3
SPD3226 Spoken English for Professionals 3
SPD4468 Writing for Marketing and Public Relations Purposes in English
4
Linguistics
SPD4337 English and Chinese in Contrast 4
SPD4556 Languages in Contemporary Societies 4
SPD4564 Classical Chinese for Today 4
Translation amp Interpreting
SPD4346 Translation for the Media 4
SPD4558 Applied Translation Studies 4
SPD4566 Consecutive Interpreting 4
SPD4568 Translation for Business and Commerce 4
Bilingual Communication
SPD4559 Bilingual Communication Workshop 4
SPD4563 Chinese Media in the Bilingual Context 4
SPD4565 Communications in Greater China 4
Discipline-Specific Language Requirement subject
^ Offering of any elective subjects is subject to sufficient enrolment
(c) Work-Integrated Education (WIE) Requirement
WIE is a work-based learning experience which takes place in an organisational
context relevant to a studentrsquos future profession or career or the development of
generic skills that will be valuable in the studentrsquos future career development Going
beyond studying within campus it allows students to learn from the outside world yet
at the same time contribute to the industry and or community
Students of this programme are required to complete 300 hours of WIE during their
study period Relevant work experience accumulated during or after sub-degree studies
8
may be recognised for fulfilment of WIE
Students will be provided with the WIE guidelines and be advised of the procedures
for recognition of prior work experience at programme commencement
1022 Exit Award
Students who have completed the following requirements may apply to exit the
programme of study with an ordinary degree of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) GUR (minimum 9 credits)
(b) DSR
All compulsory subjects except ldquoSPD4557 Integrated Study (Bilingual
Studies)rdquo (24 credits)
Any 4 elective subjects with at least 3 subjects at Level 4 (12 credits)
(c) WIE (non-credit-bearing)
(d) Having a GPA of 20 or above
For details please refer to Section 13112
9
103 Recommended Progression Pattern
All students are required to undertake 5 subjects in each semester without intermission
in order to fulfil the study requirements within the 2-year normal duration of study
They are also required to complete 300 hours of Work-Integrated Education within their
study period
Year amp
Semester
Subject Code and Title Subject
Nature
Year 1
Sem 1
SPD3189 Translation for the Workplace C
SPD3261 Introduction to Bilingual Studies C
SPD3263 Introduction to Bilingual Communication C
SPD4554 Chinese and Bilingual Academic Inquiry C
GUR Subject GUR
Year 1
Sem 2
SPD3260 Analysis of Modern Chinese C
SPD3262 Interpreting for the Professions C
SPD3270 Analysis of English C
SPD4553 English for Chinese Cultural Themes C
GUR Subject GUR
Year 2
Sem 1
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
GUR Subject GUR
Year 2
Sem 2
SPD4557 Integrated Study (Bilingual Studies) C
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
C = Compulsory E = Elective GUR = General University Requirements
Remarks
1) The subject offering schedule is subject to change at the discretion of the School
2) For elective subjects priority in enrolment will be granted to students in that particular year of study
3) Offering of any elective subjects is subject to sufficient enrolment
4) Students who are required to take LCR subject(s) will be informed of the study schedule separately
These students are advised to consult the Programme Leader on their progression patterns should
they have any concerns on their study load taking into consideration the LCR subject(s) they are
required to take
10
104 Curriculum Mapping
Below is a mapping of subjects of the Bachelor of Arts (Honours) in Bilingual Studies
with reference to the programme intended learning outcomes The mapping focuses
on how each of the programme outcomes is introduced reinforced and assessed
Subject Code Subject Title Programme Intended Learning Outcomes
(a) (b) (c) (d) (e) (f) (g)
Co
mp
uls
ory
Su
bje
cts
SPD3189 Translation for the Workplace I A R A I A
SPD3260 Analysis of Modern Chinese I A R A I A
SPD3261 Introduction to Bilingual Studies I A I A I A
SPD3262 Interpreting for the Professions I A R A I A
SPD3263 Introduction to Bilingual
Communication I A I A
SPD3270 Analysis of English R A R A
SPD4553 English for Chinese Cultural
Themes R A R A
SPD4554 Chinese and Bilingual Academic
Inquiry I A R A R A I A
SPD4557 Integrated Study (Bilingual
Studies) R A R A R A R A R A R A R A
Ele
ctiv
e S
ub
ject
s
SPD3225 Written English for Professionals R A R A
SPD3226 Spoken English for Professionals R A R A
SPD4337 English and Chinese in Contrast R A R A R A
SPD4346 Translation for the Media R A R A R A
SPD4468
Writing for Marketing and
Public Relations Purposes in
English
R A R A R A
SPD4556 Languages in Contemporary
Societies R A R A I A R A
SPD4558 Applied Translation Studies R A R A R A R A
SPD4559 Bilingual Communication
Workshop R A R A
SPD4563 Chinese Media in the Bilingual
Context R A R A R A
SPD4564 Classical Chinese for Today R A R A R A
SPD4565 Communications in Greater
China R A R A
SPD4566 Consecutive Interpreting R A R A R A
SPD4568 Translation for Business and
Commerce RA R A R A
Introduced (I) That the learning leading to the particular intended outcome is introduced in that subject Reinforced (R) That the learning leading to the particular intended outcome is reinforced in that subject Assessed (A) That the learning leading to the particular intended outcome is assessed in that subject
11
11 MEDIUM OF INSTRUCTION
The medium of instruction is English and Chinese (Cantonese and Putonghua when
spoken)
12 TEACHING AND LEARNING METHODS
The teaching learning philosophy underlying this programme is based on a holistic
diversified and flexible approach teaching students how to learn instead of what to
memorise and equipping them with the requisite skills required of a ldquolifelongrdquo learner
On the whole various teaching and learning strategies are adopted which are geared
to the needs and characteristics of the students
The teaching and learning activities are organised coherently according to the
programme learning outcomes subject nature the particular subject topics level of
difficulty and the integration among other components and subjects of the programme
A variety of teaching and learning methods will be used
The main form of teaching is through the use of interactive lectures supplemented
with tutorial exercises (such as case studies projects and presentations) and various
kinds of audio-visual aids Students also have the chance to gain exposure to
experiential learning self-directed learning case-based learning and problem-based
learning
Web-based teaching is another characteristic of the subjects of this programme It is
used to complement face-to-face teaching not only for encouraging studentsrsquo active
participation but also to encourage them to make use of websites for information
collection
To facilitate learning the subject lecturers not only play the role of introducing new
concepts imparting knowledge but also act as facilitators to encourage students to
share their ideas and experience through class discussion case study oral presentation
and group activities
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment
Assessment of learning and assessment for learning are both important for assuring the
quality of student learning Assessment of learning is to evaluate whether students have
achieved the intended learning outcomes of the subjects that they have taken and have
attained the overall learning outcomes of the programme at the end of their study at a
standard appropriate to the award Appropriate methods of assessment that align with
the intended learning outcomes are designed for this purpose The assessment methods
will also enable the teacher to differentiate studentsrsquo different levels of performance
within the subject Assessment for learning is to engage students in productive learning
activities through purposefully designed assessment tasks
12
Assessment will also serve as feedback to students The assessment criteria and
standards should be made explicit to students before the start of the assessment to
facilitate student learning and feedback provided should link to the criteria and
standards Timely feedback will be provided to students so that they are aware of their
progress and attainment for the purpose of improvement
132 Assessment Methods
Studentsrsquo performance in a subject is assessed by continuous assessment and or
examinations as deemed appropriate Where both methods are used the weighting of
each in the overall subject grade has been clearly stated in Section Two of this
document
To pass a subject a student must obtain a pass grade in both continuous assessment
AND examination if any Continuous assessment may include tests assignments
projects presentations and other forms of classroom participation depending on the
subject area Assignments which involve group work will nevertheless include some
individual components therein The contribution made by each student in continuous
assessment involving group effort shall be determined and assessed separately and
this can result in different grades being awarded to students in the same group
At the beginning of each semester the subject lecturer will inform students of the
details of the methods of assessments to be used within the assessment framework as
specified in this document
13
133 Grading
Assessment grades shall be awarded on a criterion-referenced basis A studentrsquos
overall performance in a subject shall be graded as follows
Subject
Grade
Grade
Point
Short
Description
Elaboration on subject grading description
A+ 45 Exceptionally
Outstanding
The studentrsquos work is exceptionally
outstanding It exceeds the intended subject
learning outcomes in all regards A 4 Outstanding The studentrsquos work is outstanding It exceeds
the intended subject learning outcomes in
nearly all regards
B+ 35 Very Good The studentrsquos work is very good It exceeds
the intended subject learning outcomes in most
regards B 3 Good The studentrsquos work is good It exceeds the
intended subject learning outcomes in some
regards
C+ 25 Wholly
Satisfactory
The studentrsquos work is wholly satisfactory It
fully meets the intended subject learning
outcomes C 2 Satisfactory The studentrsquos work is satisfactory It largely
meets the intended subject learning outcomes
D+ 15 Barely
Satisfactory
The studentrsquos work is barely satisfactory It
marginally meets the intended subject learning
outcomes D 1 Barely
Adequate
The studentrsquos work is barely adequate It
meets the intended subject learning outcomes
only in some regards
F 0 Inadequate The studentrsquos work is inadequate It fails to
meet many of the intended subject learning
outcomes
lsquoFrsquo is a subject failure grade whilst all others (lsquoDrsquo to lsquoA+rsquo) are subject pass grades
No credit will be earned if a subject is failed
14
134 Grade Point Average
There are different types of Grade Point Average (GPA) as described below All of
them are capped at 40
1341 GPA (cumulative GPA)
Cumulative GPA is computed as follows
GPA =
n
n
ValueCredit Subject
ValueCredit Subject Point x GradeSubject
Where n = Number of all subjects (inclusive of failed subjects) taken by the student up to
and including the latest semester term For subjects which have been retaken
only the grade point obtained in the final attempt will be included in the GPA
calculation
In addition the following subjects will be excluded from the GPA calculation
(i) Exempted subjects
(ii) Ungraded subjects
(iii) Incomplete subjects
(iv) Subjects for which credit transfer has been approved but without any grade
assigned3
(v) Subjects from which a student has been allowed to withdraw (ie those with the
code lsquoWrsquo)
A student who is absent from an examination will be given a fail grade the respective
subject will be included in the GPA calculation and will be counted as ldquozerordquo grade
point GPA is thus the unweighted cumulative average calculated for a student for all
relevant subjects taken from the start of the programme to a particular point of time
GPA is an indicator of overall performance
1342 Semester GPA
Calculation of Semester GPA is similar to the rules for GPA as described above
except that only subjects taken in that semester including retaken subjects will be
included This Semester GPA will be used to determine studentsrsquo eligibility to
progress to the next semester alongside with the cumulative GPA However the
Semester GPA calculated for the Summer Term will not be used for this purpose
unless the Summer Term study is mandatory for all students of the programme
concerned and constitutes part of the graduation requirements
3 Subjects taken in PolyU or elsewhere and with grades assigned and for which credit transfer has
been approved will be included in the GPA calculation
15
1343 Weighted GPA
Along with the cumulative GPA a Weighted GPA will also be calculated to give an
indication to the Board of Examiners on the award classification which a student will
likely get if he she makes steady progress on his her academic studies
Weighted GPA will be computed as follows
n
n
i
i
W ValueCredit Subject
W ValueCredit Subject Point GradeSubject
GPA Weighted
where Wi = Weighting to be assigned according to the level of the subject
n = Number of all subjects counted in GPA calculation as set out in 1341
above except those subjects outside the programme curriculum GUR
subjects will be included
For calculating the Weighted GPA (and Award GPA) to determine the award
classification of students who satisfy the graduation requirements a standard
weighting will be applied to all subjects of the same level with a weighting of 2 for
Level 1 and 2 subjects and a weighting of 3 for Level 3 and 4 subjects This is also
applicable to the classification of ordinary degree exit award
1344 Award GPA
When a student has satisfied the requirements for award an Award GPA will be
calculated to determine his her award classification
If the student has not taken more subjects than required the Award GPA will be the
same as the Weighted GPA
Any subjects passed after the graduation requirement has been met or subjects taken
on top of the prescribed credit requirements for award shall not be taken into account
in the Award GPA However if a student attempts more elective subjects (or optional
subjects) than those required for graduation in or before the semester in which he she
becomes eligible for award the elective subjects (or optional subjects) with a higher
grade contribution shall be included in the Award GPA (ie the excessive subjects
attempted with a lower grade contribution including failed subjects will be
excluded)
135 Role of Subject Assessment Review Panel
Subject Assessment Review Panel (SARP) is responsible for monitoring the academic
standard and quality of subjects and ratifying subject results SARP will review the
distribution of grades within a subject and finalise the grades at the end of each
semester before submission to the Board of Examiners (BoE) The BoE will not
attempt to change the grades SARP is also responsible for deciding the granting of
late assessment to students and the form of late assessment
16
SARP shall include the Director of SPEED or his her delegate the relevant subject
examiners and where appropriate the Programme Leader
136 Role of Board of Examiners
The Board of Examiners (BoE) shall meet at the end of each semester to review
studentsrsquo progress and is responsible to the College Board of the College of
Professional and Continuing Education (CPCE) for making decision on
(a) the classification of awards to be granted to each student on completion of the
programme
(b) de-registration cases and
(c) cases with extenuating circumstances
The BoErsquos membership should be composed of staff members associated with the
programme and some senior members The Chairman will normally be the Director of
SPEED
137 Academic Probation
If the cumulative GPA of a student is below 20 he she will be put on academic
probation in the following semester Once a student is able to pull his her cumulative
GPA up to 20 or above at the end of the semester the status of ldquoacademic probationrdquo
will be lifted The status of ldquoacademic probationrdquo will be reflected in the assessment
result notification but not in the transcript of studies
A student on academic probation will be required to take a reduced study load To
help improve the academic performance of the student the School will decide the
maximum number of credits to be taken by him her in the probation semester
138 Progression and De-registration
A student will have ldquoprogressingrdquo status unless he she falls within the following
categories any one of which shall be regarded as grounds for de-registration from the
programme
(a) the student has exceeded the maximum period of registration for the programme
as specified in this document or
(b) the studentrsquos cumulative GPA is lower than 20 for two consecutive semesters
and his her semester GPA in the second semester is also lower than 20 or
(c) the studentrsquos cumulative GPA is lower than 20 for three consecutive semesters
When a student falls within the categories as stipulated above the BoE shall de-
register the student from the programme without exception
Notwithstanding the above the BoE has the discretion to de-register a student with
extremely poor academic performance before the time frame specified in categories (b)
17
and (c) above if it is deemed that there is not much of a chance for the student to
attain a GPA of 20 at the end of the programme
139 Late Assessment
A student who has been absent from an examination or other assessment because of
illness injury or other unforeseeable reasons may apply to sit a late assessment
Permission is subject to the approval of SARP as late assessment is not an automatic
entitlement Should a late assessment be granted the actual grade attained will be
awarded
Late assessment for subjects normally shall take place before the commencement of
the following academic year (except for Summer Term which may take place within
3 weeks after the finalisation of Summer Term results) Depending on the decision of
SARP late assessment may be arranged during the examination period of the
following semester term
Except with special approval students who have not yet completed the late
assessment for a subject which is the pre-requisite of another subject will not be
allowed to take the follow-on subject
1310 Retaking of Subjects
No re-assessment will be granted for students in all circumstances Students who
have failed a subject are required to retake the subject if it is compulsory for the
programme If the failed subject is an elective students may choose to retake the
subject or take another elective within the programme as replacement Retaking of
failed subjects or taking replacement subjects should be completed within the
maximum period of registration
Students may retake any subject (except GUR subjects which have been passed) for
the purpose of improving their grade without having to seek approval but they must
retake a compulsory subject which they have failed ie obtained an F grade Retaking
of subjects is with the condition that the maximum study load of 21 credits per
semester is not exceeded Students wishing to retake passed subjects will be accorded
a lower priority than those who are required to retake (due to failure in a compulsory
subject) and can only do so if places are available
The number of retakes of a subject is not restricted Only the grade obtained in the
final attempt of retaking (even if the retake grade is lower than the original grade for
originally passed subject) will be included in the calculation of the GPA Weighted
GPA and Award GPA If students have passed a subject but failed after retake credits
accumulated for passing the subject in a previous attempt will remain valid for
satisfying the credit requirement for award (The grades obtained in previous attempts
will only be reflected in the transcript of studies)
In cases where a student takes another subject to replace a failed elective subject the
fail grade will be taken into account in the calculation of the GPA despite the passing
of the replacement subject
18
1311 Eligibility for Award
13111 Honours Degree Award
Students will be eligible for the PolyU-SPEED award of ldquoBachelor of Arts (Honours)
in Bilingual Studiesrdquo if they satisfy the conditions listed below
(a) Successful completion of at least 60 credits including GUR and DSR as
specified under Section 1021 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1021 (c) and
(c) Having a GPA of 20 or above
Students are required to graduate as soon as they satisfy the respective conditions for
the award
13112 Ordinary Degree Award
Students who have fulfilled the following requirements may apply to exit the
programme with an ordinary degree award of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) Successful completion of at least 45 credits including GUR and DSR as
specified under Section 1022 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1022 (c) and
(c) Having a GPA of 20 or above
Applications for exit award should be submitted in writing to the School before the
start of the examination period of the semester concerned The School reserves the
right not to consider late application in the respective semester
To be eligible for the granting of the exit award students will be required to quit the
honours degree programme of study Re-admission of students who have obtained the
exit award to the same programme of study is not automatic and will be considered
only under exceptional circumstances
1312 Guidelines for Award Classification
13121 Honours Degree Award Classification
This section is applicable to students who have fulfilled the requirements for
Honours Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
19
Classification Guidelines
1st Class
Honours
The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered by
the programme
2nd Class
Honours
(Division 1)
The student has reached a standard of performance attainment
which is more than satisfactory but less than outstanding
2nd Class
Honours
(Division 2)
The student has reached a standard of performance attainment
judged to be satisfactory and clearly higher than the ldquoessential
minimumrdquo required for graduation
3rd Class
Honours
The student has attained the ldquoessential minimumrdquo required for
graduation at a standard ranging from just adequate to just
satisfactory
Under exceptional circumstances a student who has completed an Honours degree
programme but has not attained Honours standard may be awarded a Pass-without-
Honours degree A Pass-without-Honours degree award will be recommended
when the student has demonstrated a level of final attainment which is below the
ldquoessential minimumrdquo required for graduation with Honours from the programme in
question but when he she has nonetheless covered the prescribed work of the
programme in an adequate fashion while failing to show sufficient evidence of the
intellectual calibre expected of Honours Degree graduates A Pass-without-Honours
is an unclassified award but the award parchment will not include this specification
13122 Ordinary Degree Award Classification
This section is applicable to students who have fulfilled the exit award requirements
and are allowed to exit the programme of study for Ordinary Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
Classification Guidelines
Distinction The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered
by the programme
Credit The student has reached a standard of performance
attainment which is more than satisfactory but less than
outstanding
Pass The student has reached a standard of performance
attainment ranging from just adequate to satisfactory
20
1313 Appeals against Assessment Results
A student may appeal against the assessment results within 7 working days upon the
announcement of the results Any appeal should be directed to the Director of
SPEED in writing
Appeal against subject results may lead to a change in the subject grade which may
go upward or downward
1314 Academic Dishonesty and Disciplinary Actions
13141 For students who have been awarded a failure grade as a result of disciplinary action
a remark lsquorsquo will be recorded against the concerned subject failure grade denoting
ldquoDisqualification of result due to academic dishonestyrdquo The remark will appear on
the assessment result notification and transcript of studies until the students leave
the School
The remark will normally cover the following misconduct cases
cheating in assessment work tests or examinations
aiding academic dishonesty
plagiarism
violating rules governing the conduct of examinations that are related to possible
cheating
Students who have been recorded with the remark will also be subject to the penalty
of the lowering of award classification by one level upon graduation The minimum
of downgraded overall result will be kept at a pass
13142 Students who have committed disciplinary offences (covering both academic and
non-academic related matters) will be put on ldquodisciplinary probationrdquo normally for
one year and this will be shown on assessment result notification transcript of
studies and testimonial during the probation period until their leaving the School
For special cases which warrant heavier penalty the CPCE Student Discipline
Committee may specify a longer probation period
Students who have been put on disciplinary probation will be deprived of certain
privileges
13143 Other penalties may also be imposed on students who have committed academic
dishonesty and or disciplinary offences Details are specified on the SPEED
Student Handbook
1315 Exceptional Circumstances
Absence from an assessment component
If a student is unable to complete all the assessment components of a subject due to
illness or other circumstances beyond his her control and considered by the SARP
as legitimate the SARP will determine whether the student will have to complete
21
the assessment and if so by what means
Aegrotat award
If a student is unable to complete the requirements of the programme in question for
the award due to very serious illness or other very special circumstances which are
beyond his her control and considered by the BoE as legitimate CPCE will
determine whether the student will be granted an aegrotat award Aegrotat award
will be granted under very exceptional circumstances
A student who has been offered an aegrotat award shall have the right to opt either
to accept such an award or request to be assessed on another occasion to be
stipulated by the BoE the studentrsquos exercise of this option shall be irrevocable
The acceptance of an aegrotat award by a student shall disqualify him her from any
subsequent assessment for the same award
An aegrotat award shall normally not be classified and the award parchment shall
not state that it is an aegrotat award However the BoE may determine whether the
award should be classified provided that they have adequate information on other
studentsrsquo academic performance
Other particular circumstances
A studentrsquos particular circumstances may influence the procedures for assessment
but not the standard of performance expected in assessment
1316 Other Regulations
Students of the Bachelor of Arts (Honours) in Bilingual Studies are bound by all
other regulations of PolyU PolyU SPEED
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION
Students will be allowed to take additional subjects for broadening purpose in the
semester after they fulfil the graduation requirements However students will still
be subject to the maximum study load of 21 credits per semester and the availability
of places in the subjects concerned and their enrolment will be as subject-based
students only
After a student fulfils the graduation requirements in a semester he she may
continue to enrol as a subject-based student in the following semester only In the
case when the Summer Term is mandatory for all students of a programme students
who have fulfilled the graduation requirements in Semester 2 will be allowed to take
additional subjects in Semester 1 of the following academic year and not necessarily
during the Summer Term These students will be subject-based students only and
cannot use the results of the additional subjects to improve their GPA or Award GPA
Section Two
Subject Description Forms of
Discipline Specific Requirements
Subjects
Information on GUR subjects is available on the Student Portal (wwwspeed-
polyueduhkmySPEED)
22
Subject Code
SPD3189
Subject Title
Translation for the Workplace
Credit Value
3
Level
3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This course aims to equip students with skills in translating different
documents in the workplace from English to Chinese and vice versa
The main purposes are to enable students to understand the
translation theories and skills and be able to apply them in the
translation of workplace texts
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the general translation theories
b identify the formats of different workplace texts and
c apply the translation theories and skills in rendering different
workplace texts
Subject Synopsis
Indicative Syllabus
Translation theories strategies and skills
Translation process Peter Newmarkrsquos Semantic Translation and
Communicative Translation Yan Fursquos translation theories Xin Da
and Ya Formal Equivalence and Functional Equivalence
transliteration literal translation liberal translation addition
omission repetition rearrangement of words and expressions the
importance of context collocation and connotation and translation
of idioms and numbers
Formats of different workplace texts
Formats of different workplace texts such as notices official letters
memos promotional materials and minutes
Application of theories in translating different workplace texts
Translation of the different workplace texts mentioned above and
discussion of good and bad examples
TeachingLearning
Methodology
Lectures should focus on translation theories and skills formats of
workplace texts and application of theories with in-class discussion
and practice
Tutorials are used to discuss studentsrsquo performance in assignments
and group presentations Good and bad examples are shown to
facilitate studentsrsquo understanding of how a document should be
translated
23
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments 20
3 Group assignments 10
4 Class participation 10
Examination 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
吳尚智 顏婉雲 amp 江偉萍 (2005) 中英實務寫作與翻譯手冊 香
港香港城市大學
許建平 (2008) 研究生英語實用翻譯教程 北京 中國人民大學
出版社
References
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版社
李明 張新紅 amp 李克興編 (2003) 商務英語翻譯 英譯漢 北京
高等教育出版社
24
許建忠 (2002) 工商企業翻譯實務 北京 中國對外翻譯出版公
司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
周兆祥 amp 範志偉 (2004) 財經翻譯精要 香港 商務印書館
陸國強 (2013) 漢譯英常用表達式經典慣例 上海 上海外語教
育出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
25
Subject Code
SPD3260
Subject Title Analysis of Modern Chinese
Credit Value 3
Level 3
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help students to synthesise the concepts and
methodology they have accumulated in all the subjects in the
language and communication block in order to describe lexical
items phrases and sentence types of Modern Chinese systematically
Another purpose is to provide students with the necessary analytical
skills to recognise and compare regional varieties of Modern
Chinese especially in written genres Lastly this subject seeks to
enable students to apply the subject knowledge and generic skills
learned in this subject to other subjects on the programme and more
importantly in their future career in terms of both justifying their
understanding and to defend their interpretation of Chinese
sentences
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a apply the concepts of linguistics theories to describing and
analysing the structure meaning and actual usage of Modern
Chinese
b critically identify and evaluate variations in written Chinese
c develop critical and logical thinking through the application of
grammatical analysis of Modern Chinese and
d tackle intellectual problems from multiple perspectives
Subject Synopsis
Indicative Syllabus
1 Overview the formation of Modern Chinese
2 The sound system
3 The writing system(s)
4 Phrases and sentences
5 Words and word classes
6 Nominal structure
7 Subject-predicate structure
8 Verb-object and verb-complement structures
9 Serial verb construction
10 Passive and disposal constructions
11 Subordinative and coordinative structures
12 Regional varieties of Modern Chinese
26
TeachingLearning
Methodology
Lectures are conducted interactively and hands-on exercises are
provided for the students to apply their analytical skills to solving
problems in Chinese grammar All assignments are designed to
provide students with tasks that require the evaluation synthesis and
application of syntactical and morphological concepts and
approaches to the critical analysis and discussion of Chinese
language
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Assignment 30
2 Presentation 10
3 Written report 20
4 Take-home test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed by an assignment a presentation a written
report and a final test The assignment is designed to test the
studentsrsquo ability to apply grammatical concepts to describe evaluate
and analyse Chinese forms and patterns The presentation and the
written report are for students to evaluate the literature critically and
to systematically analyse an issue in Standard Chinese The take-
home test is a summative assessment on important contents of the
subject
Student Study
Effort Expected
Class contact
Lectures 39 Hrs
Other student study effort
Library search 39 Hrs
Reading lecture notes and reference 39 Hrs
Total student study effort 117 Hrs
27
Reading List and
References Recommended Books References
曹煒 2004《現代漢語詞匯研究》北京北京大學出版社
鄧思穎 2010《形式漢語句法學》上海上海教育出版社
符淮青 2011《現代漢語詞彙》香港 商務印書館(香港)有
限公司
葛本儀 2001《現代漢語詞彙學》濟南山東人民出版社
郭銳2002《現代漢語詞類研究》北京商務印書館
胡明揚 1996《詞類問題考察》北京北京語言學院出版社
李家樹陳遠止謝耀基 1999《漢語綜述》香港香港大學
出版社
劉叔新 2005 《漢語描寫詞匯學》(重排本)北京商務印書
館
陸儉明沈陽 2004《漢語和漢語研究十五講》(第二版)北
京北京大學出版社
呂叔湘等著 2010《語法研究入門》(第五版)北京商務印
書館
馬真 1997《簡明實用漢語語法教程》北京北京大學出版
社
人民教育出版社中學語文室 1984《中學教學語法系統提要》
(試用)
邵敬敏主編 2007《現代漢語通論》(第二版)上海上海教
育出版社
邢福義 1998《漢語語法學》長春東北師範大學出版社
邢福義 2001《漢語複句研究》北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
28
Subject
Code
SPD3261
Subject
Title
Introduction to Bilingual Studies
Credit
Value
3
Level 3
Medium of
Instruction
English and Chinese
Pre-
requisite
Co-
requisite
Exclusion
Nil
Objectives
This subject provides an introduction to bilingual studies covering the three
major sub-areas of the programme namely linguistics translation amp
interpreting and bilingual communication It also provides a schema as to
how these three sub-areas work together under the overarching area of
bilingual studies Lastly it puts bilingual studies in the language context of
Chinese and English and the community context of Hong Kong
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a have a general grasp of bilingual studies
b have an understanding of the three sub-areas of bilingual studies
namely linguistics translation amp interpreting and bilingual
communication
c embark on deeper and more concrete studies in the 3 sub-areas
d apply the general principles of bilingual studies to the Chinese-English
context
e apply Chinese-English bilingual studies to Hong Kong and
linguistically similar communities
Subject
Synopsis
Indicative
Syllabus
1 Language
a What is language
b Analysing Language
c Language in Society
d Languages in the World
2 Bilingualism in linguistics and beyond
a Bilinguality
b Societal bilingualism
c Bilingualism and biculturalism
3 Translation and interpreting
a Bridging two worlds
b Translation
c Interpreting
4 Bilingual communication
a Language switch by a bilingual
29
b Language choice in a bilingual community
c Relation between two language varieties
5 Chinese-English bilingual studies
a English as a world language
b Varieties of Chinese
c Hong Kong as an arena
Teaching
Learning
Methodolo
gy
In addition to face-to-face lectures and small group tutorials online
discussions (via Moodle E-learning System) and other computer-assisted
teaching methods will also be used with the help of multimedia (audio and
video) teaching materials Assignments closely related to the real-life use of
language will be given to help student solve language problems
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Take-home
exercises 5
2 Test 1 40
3 Test 2 40
4 Group
project 15
Total 100
Continuous assessment items andor weighting may be adjusted by the subject lecturer
subject to the approval of the School Programme Committee
Two tests will be administered during the semester which will aim to test
the studentsrsquo mastery of basic linguistic knowledge and problem solving
skills In addition students will also be required to conduct research in
groups on a certain linguistic topic in order to further their understanding of
the subject knowledge
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Reading and on-line study 58 Hrs
Preparing for tests 20 Hrs
Group project 10 Hrs
Total student study effort 127 Hrs
30
Reading
List and
References
Recommended Book Reference
For part (a)
Fromkin V Rodman R and Hyams N (2013) An Introduction to
Language (10th ed) Boston WadsworthCengage Learning
For other parts
Relevant reading materials will be suggested and assigned from time-to-time
when they are deemed appropriate
31
Subject Code SPD3262
Subject Title Interpreting for the Professions
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to train students to undertake simple
interpreting tasks This subject aims to help students build a
foundation for the development of essential skills in interpreting
between English and Chinese and vice versa It also uses ample
examples to familiarise students with the principles recurrent issues
and difficulties in interpreting guiding them along from an
introduction to fundamental communication issues in interpreting
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a distinguish the differences between translation and interpreting
b analyse and paraphrase the meaning in the source language
c acquire the skills of active listening and concentration
d acquire fundamental techniques and strategies essential to
interpreting and
e be able to perform interpreting tasks on topics from general areas
Subject Synopsis
Indicative
Syllabus
1 Orientation
- interpreting vs translation
- development of interpreting
- functions and features of different forms of interpreting
- quality assessment of interpreting
2 Codes of ethics
- fidelity
- confidentiality
- impartiality
3 Fundamental skills for interpreting
- active listening
- memory retention
- comprehension
- paraphrasing
- delivery
4 Drills of interpreting
- sight translation
- liaison interpreting
- short consecutive interpreting
32
TeachingLearning
Methodology
The subject will be delivered on a step-by-step basis Trainings on
fundamental skills of interpreting such as listening memorising
paraphrasing and delivering will be given to students at different
learning stages depending on the progress of students Given the
skill-based nature of the subject students will undertake in classes a
number of exercises that are designed to train specific interpreting
skills usually after teacherrsquos demonstration Peer evaluation and self
critiques will be used in order to take learners further into the
concepts skills and techniques
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Quiz-1 10
2 Mid-term quiz 30
3 Quiz-2 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Assessments are conducted regularly on a progressive manner
Assessment criteria include accuracy of delivery cohesion of
delivery intelligibility of delivery clarity of delivery and class
participation
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises
outside class 39 Hrs
Reading lecture notes and doing
interpreting assignments 39 Hrs
Total student study effort 117 Hrs
33
Reading List and
References Recommended Books References
Gile Daniel (2009) Basic Concepts and Models for Interpreter and
Translator Training John Benjamins Publishing Company
Jones Roderick (1998) Conference Interpreting Explained
Manchester St Jerome Publishing
Mason Ian (1999) Dialogue Interpreting Ian Mason St Jerome
Publishing
周兆祥 (1999)《口譯的理論與實踐》商務印書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
34
Subject Code SPD3263
Subject Title Introduction to Bilingual Communication
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
In Hong Kong it is a common practice especially in the corporate world
that the same message has to be presented in the appropriate language to
readers andor audiences who are either Chinese monoglots or English
monoglots or Chinese-English bilinguals This mode of communication
is not a form of translation and interpretation because it does not involve
a source message Besides communicative norms vary across languages
and between monolingual and multilingual contexts In this age of
globalisation where corporate functions are often done in more than one
language and involve personnel from more than one culture bilingual
communication could be a key to success in the corporate world This
subject together with SPD4559 attempt to prepare students for this
mode of communication in the workplace Specifically the focus of this
subject is to develop in students a grip on the conceptual resources
related to bilingual communicative norms and the conduct and content of
bilingual communication especially its integrated form
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a come to grips with the norms and principles of conducting
language-mediated communication in an age of globalisation
multilingualism and multiculturalism
b develop a communicative sense concerning when and where
monolingual norms or bilingual norms be used
c have a general idea about linguistic varieties and how this concept
relates to bilingual communication in corporate contexts
d the impact of the global spread of bilingualism and globalisation on
corporate communication
e how the emergence of bilingual varieties of communication relate to
the aforementioned developments
35
Subject
Synopsis
Indicative
Syllabus
1 conceptual resources underpinning an understanding of bilingual amp
cross-cultural communication
2 conduct amp content of bilingual communication
3 code choice in corporate communication in multilingual
metropolises
4 cross-lingual variation in communicative norms
5 bilingual mode of oral amp written communications in the private
sector
Teaching
Learning
Methodology
Matter that provides a conceptual grounding for the subject will be
delivered in a number of lectures Attempts to develop studentsrsquo grip of
these concepts will be made via in-class exercises
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks~
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 In-class written
exercises 25
2 In-class oral
exercises 25
3 Quiz 20
4 Subject report 20
5 Attendance amp
participation 10 NA
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Practices and Exercises 35 Hrs
Reading and Writing 35 Hrs
36
Total student study effort 109 Hrs
37
Reading List
and References Recommended (Introductory)
Bilbow G T (1996) Business speaking for Hong Kong Hong Kong
Longman Asia Ltd
Coastal Training Technologies Corporation (2002) Communications
intelligence Business etiquette Carlsbad CA CRM Learning
Luke K K amp Theodossia-Soula P (Eds) (2002) Eds Telephone
calls Unity and diversity in conversational structure across languages
and cultures Amsterdam J Benjamins
Marconi J (2004) Public relations The complete guide Singapore
Thomson
Schultz M Hatch M J amp Larsen M H (Eds) (2000) The
expressive organisation Linking identity reputation amp the corporate
brand Oxford Oxford University Press
Scholte J A (2000) Globalisation A critical introduction
Basingstoke Macmillan
Recommended (Advanced)
Gudykunst W B (2004) Bridging differences Effective intergroup
communication (4th
ed) Thousand Oaks California Sage Publications
Hofstede G (2001) Cultures consequences Comparing values
behaviors institutions and organisations across nations (2nd
ed)
Thousand Oaks California Sage Publications
Hofstede G Hofstede G J amp Minkov M (2010) Cultures and
organisations Software of the mind (3rd
ed) New York McGraw-Hill
References
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
中文資料
中國社科院語言研究所詞典編輯室 (2012) 現代漢語詞典 香港商
務印書館(香港)有限公司
中國社會科學院語言研究所 (2011) 新華字典 北京 商務印書館
吳光華主編 (2003) 新漢英辭典 上海 上海交通大学出版社
徐斌主編 (2003) 現代應用文寫作全書 西安 三秦出版社
張立民等編 (1994) 英漢對照應用文大全 南京 江蘇科學技術出版
社
楊正寬 (2002) 應用文 臺北 楊智文化事業股份有限公司
38
劉俊平 (2014) 應用文實戰手冊 先修班 臺北 三民書局股份有限
公司
蔣磊 (2000) 英汉習語的文化觀照与對比 荊州 武汉大学出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
39
Subject Code SPD3270
Subject Title Analysis of English
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject has the aim of acquainting the students with the structural
properties of the English language in a systematic way Context-related
properties will also be discussed so as to enable students to understand
the internal structures of the language through its use in real life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a demonstrate understanding of the basic structures of English and
their formation processes
b demonstrate that they grasp the basic techniques in segmenting and
representing the major structural patterns in English
c generalise and apply such knowledge and skills to the analysis of
newly-encountered English data
d develop critical and logical thinking
Subject
Synopsis
Indicative
Syllabus
1 Lexical Aspects
- Words and lexemes word categories
- Analysing English words base stem root affix morpheme and
its realisations inflection and derivation
- Word formation processes in English
2 Sentential Aspects
- Categories and structures of sentences clauses and phrases
- Phrases and their main characteristics head and dependents NP
DP AdjP AdvP PP VP
- Inflectional forms of verbs tense aspect mood
- Canonical and non-canonical clauses subject predicate
predicator object complement adjunct
- Sentence patterns and their graphic representations
Teaching
Learning
Methodology
This subject diverges from traditional approaches because it adopts a
data-driven context-oriented perspective in analysing the structural
properties of English
40
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Test-1 20
2 Test-2 20
3 Test-3 20
4 Final test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed through four tests which will assess the studentsrsquo
understanding of the grammatical theories taught and their ability to
apply such knowledge to the analysis of authentic English data
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 80 Hrs
Total student study effort 119 Hrs
Reading List
and References
Main Textbook
Huddleston Rodney and Geoffrey K Pullum (2005) A Students
Introduction to English Grammar Cambridge University Press
References for Further Study
Burridge Kate and Jean Mulder (1998) English in Australia and New
Zealand Oxford University Press
Carter Ronald Rebecca Hughes and Michael McCarthy (2000)
Exploring Grammar in Context Cambridge University Press
Coates Richard (1999) Word Structure Routledge
Gelderen Elly van (2010) An introduction to the grammar of English
41
John Benjamins Publishing Company
Leech Geoffrey and Jan Svartvik (2002) A Communicative Grammar of
English [The Third Edition] Longman
McCrum Robert William Cran and Robert MacNeil (2003) The Story
of English [The Third Edition] Penguin Books
Tallerman Maggie (2015) Understanding Syntax [The Fourth Edition]
New York RoutledgeTaylor amp Francis Group
Yule George (1998) Explaining English Grammar Oxford University
Press
陸國強 (1999)《現代英語詞彙學 ( 新版 )》 [Modern English
Lexicology the Revised Edition]上海外語教育出版社
章振邦 (1997) 《新編英語語法》(A New English Grammar) 上海外
語教育出版社第三版
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
42
Subject Code SPD4553
Subject Title English for Chinese Cultural Themes
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives To fulfil the English part of the Discipline-Specific Language
Requirement (DSLR) of the University by brushing up the use of
English for Chinese cultural themes
Intended Learning
Outcomes
Students are expected to be able to
a explain key features of Chinese culture in English
b use English as an effective tool for communication on various
Chinese cultural themes (eg traditional Chinese art literature
and philosophy)
c have an informed understanding of such communication
Subject Synopsis
Indicative
Syllabus
1 Principles for expressing in English Chinese culture loaded ideas
11 Fidelity vs recipient-friendliness
12 Means of re-presentation
121 Paraphrase
122 Annotation
123 Interpretation
124 Translation
125 Other means
2 Romanisation for Chinese and its pronunciation in English
21 Wade-Giles transliteration system
22 Mandarin Romanisation
23 Cantonese Romanisation
24 Pronunciation in English
3 Chinese-English glossaries in select areas
31 Chinese philology
32 Chinese society and politics
33 Chinese art and literature
34 Chinese religion
35 Chinese philosophy
36 Other areas
4 Essay-writing in the above select areas
43
TeachingLearning
Methodology
The subject will be conducted in highly interactive seminars so that
major Chinese issues and cross-cultural issues will be sufficiently
addressed In order to well expound the essential principles of the
subject (eg paraphrase interpretation annotation etc) case studies
and hands-on work will be supplemented under guidance of the
teacher whereas the assignments and in-class tests are designed to
encourage studentsrsquo active participation as well as to help develop
their critical thinking and writing ability
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Oral presentation 20
2 Essay writing
35
3 Attendance amp
class
participation
5
4 In-class tests 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 78 Hrs
Total student study effort 117 Hrs
Reading List and
References Main Readings
Chao YR 1969 ldquoDimension of Fidelity in Translation With Special
Reference to Chineserdquo Harvard Journal of Asiatic Studies 29 109-
130
Chao YR 1956 ldquoChinese Terms of Addressrdquo Linguistic Society of
America 32 (1) 217-241
Deeney John J 1995 ldquoTranscription Romanisation
Transliterationrdquo in Chan Sin-wai amp David E Pollard eds An
44
Encyclopedia of Translation Hong Kong Chinese University Press
1085-1107
Jin Di amp Nida Eugene 1984 On Translation Beijing China
Translation amp Publishing Corporation
Zhang Longxi 2010 ldquoThe Complexity of Differences Individual
Cultural and Cross-Culturalrdquo Interdisciplinary Science Reviews
35(3-4) 341-252
References for Further Study
Chan Wing-tsit 1973 A Source Book in Chinese Philosophy (4th
printing) Princeton Princeton University Press
Hodge B amp Kam Louie 1998 The Politics of Chinese Language
and Culture The Art of Reading Dragons New YorkLondon
Routledge
Introductions to Chinese Culture (30 vols) Cambridge amp New York
Cambridge University Press 2011
Kung-chuan Hsiao 1979 A History of Chinese Political Thought
New Jersey Princeton University Press
Quick References
DeFrancis John 2000 ABC Chinese-English Comprehensive
Dictionary Honolulu University of Hawaii Press
Hucker Charles O 1985 A Dictionary of Official Titles in Imperial
China Stanford Calif Stanford University Press
Kleeman Julie amp Yu Harry 2010 Oxford Chinese Dictionary
Oxford Oxford University Press
Journals
China Quarterly
China Journal
Early China
Journal of Chinese Religions
Journal of Chinese Studies
Modern China
Philosophy East amp West
Trsquooung Pao
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
45
46
Subject Code SPD4554
Subject Title Chinese and Bilingual Academic Inquiry
Credit Value 3
Level 4
Medium of
Instruction
Chinese (with English)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This subject aims to introduce students to the basic principles
strategies techniques and tools for Chinese and bilingual academic
inquiry and problem solving with emphasis on Chinese and bilingual
academic reading writing and information handling in support of
language-based academic and professional work This subject also
fulfils the Chinese part of the Discipline-Specific Language
Requirement (DSLR) of the University
Intended
Learning
Outcomes
Students are expected to be able to
a apply effective strategies and skills to academic reading and
writing in Chinese and bilingual contexts
b benefit from various resources both traditional and IT-oriented
for Chinese and bilingual academic inquiry
c evaluate select and deploy effectively IT tools for information
retrieval and data processing to support Chinese and bilingual
academic inquiry and problem solving
Subject Synopsis
Indicative
Syllabus
1 Orientation
- Language and culture
- Language and society
- Academic enquiry in a bilingual context
- To be academically inquisitive in a bilingual context
2 Intake of ideas in a bilingual context
- To read effectively
- Notes making as an aid to idea reception
3 Information handling in the bilingual context
- retrieval
- assessment
- classification and sorting
- further processing
4 Chinese and bilingual academic resources
- Traditional
- IT related
- Multi-media and hyper-media
47
5 IT tools for Chinese and bilingual information processing
- E-dictionaries and e-encyclopedias
- WWW and online library information retrieval
- Word-processing with the help of Microsoft Office
Teaching
Learning
Methodology
The subject will be conducted in interactive seminars supported with
computer-mediated demonstrations Class participation in the form of
continuous input by students will be encouraged to simulate problem
solving and solution enhancement environments
Online tutorial on academic integrity will facilitate studentsrsquo
self-learning at their own pace through a link within this subject
at moodlecpce-polyueduhk
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
method task
Weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Quiz 40
2 Homework 60
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed entirely through coursework consisting of two
quizzes and three pieces of homework Homework requires the
students to locate and solve a practical problem of academic inquiry
via making educated uses of whatever resources available The quizzes
are meant to consolidate the studentsrsquo basic understanding and skills in
Chinese and bilingual academic inquiry
Online Tutorial on Academic Integrity
To help students understand the importance of academic honesty and
learn ways to ensure that their work and behaviour at SPEED are
acceptable in this regard the Online tutorial on Academic Integrity is
included in this subject Students will need to complete the Tutorial
by Week 5 The Online Tutorial is part of the subject completion
requirement Students who fail to complete the Online Tutorial will
fail this subject
For students who have completed the Online Tutorial in another
subject they can be exempted from this requirement Proof of
48
completion (ie e-Certificate) is required
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Online tutorial on academic integrity 1 Hr
Readings and study 78 Hrs
Total student study effort 118 Hrs
Reading List and
References In Chinese (sorted in Pinyin)
费夫贺马尔坦 (李鸿志译) 《印刷书的诞生》 桂林 廣西師範
大學出版社 2007
羅樹寶 《說書 從獸骨到紙張的文字行旅》 台北 商周出版
2007
林玉山《工具書學概論》 廣州 廣東教育出版社 2004
王寧鄒曉麗 《工具書》 香港 和平圖書有限公司 2003
楊承運肖東發編 《北大學者談讀書》 北京圖書館出版社
2000
余嘉錫 (1884-1955) 《目录学发微 〈含古书通例〉》 北京 中
国人民大学出版社 2004
In English
Baez Benjamin and Boyles Deron The Politics of Inquiry Education
Research and the ldquoCulture of Sciencerdquo New York University of
New York Press 2009
Bergmann L S Academic Research and Writing Inquiry and
Argument in College Boston Longman 2010
Dunne M Pryor J and Yates P Becoming a Researcher A
Companion to the Research Process Maidenhead Open University
Press 2005
Flower L Learning to Rival A Literate Practice for Intercultural
Inquiry New Jersey Lawrence Erlbaum Associates Inc
Herring J E The Internet and Information skills A Guide for
Teachers and School Librarians London Facet Publishing 2004
Lester J D Writing Research Papers A Complete Guide (11th
ed)
New York Pearson Longman 2005
Long L and Long N Computers Information Technology in
Perspective Upper Saddle River Pearson Education Prentice Hall
2005
49
Lu Tonglin ldquoTransnationalism and Glocalisation in Chinese
Language and East Asian Cinemasrdquo China Review Vol 10 No 2
Fall 2010 1-14 (httpcupcuhkeduhkojsindexphpChinaReviewarticleviewFile24543404search= )
Lvovich N The Bilingual Self Inquiry into Language Learning
(PhD dissertation) Ohio Union Institute 1995
Nunan D and Choi Julie Language and Culture Reflective
Narratives and the Emergence of Identity New YorkLondon
Routledge 2010
Web Resources
中国语言文字网 httpwwwchina-languagegovcn
粵語審音配詞字庫
httphumanumartscuhkeduhkLexislexi-can
重編國語辭典修訂本
http1401113446newDictdictindexhtml
異體字字典 http140111140mainhtm
Chinese Character Dictionary汉字字典
httpwwwchinalanguagecomdictionariesccdict
《重訂標點符號手冊》修訂版與試用版內容對照表
httpwwwedutwfilessite_contentM0001haushioupdf
OneLook Dictionary Search httpwwwonelookcom
Online Dictionary for Library and Information Science
httplucomodlisaboutcfm
Google Scholar
httpscholargooglecom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
50
Subject Code SPD4557
Subject Title Integrated Study (Bilingual Studies)
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge
Indicative Area Subject Title
Bilingual Studies SPD3261 Introduction to Bilingual Studies
Translation amp
Interpreting SPD3189 Translation for the Workplace
SPD3262 Interpreting for the Professions
Linguistics SPD3260 Analysis of Modern Chinese
SPD3270 Analysis of English
Bilingual
Communication
SPD3263 Introduction to Bilingual
Communication
DSLR+
English SPD4553 English for Chinese Cultural
Themes
DSLR+
Chinese SPD4554 Chinese and Bilingual Academic
Inquiry +
Discipline-Specific Language Requirement subject
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject offers students an opportunity to integrate and apply
their language skills and knowledge of bilingual studies acquired on
the programme Students are expected to develop their critical
thinking skills by working independently to plan manage produce
and evaluate a detailed piece of work in one semester This subject
will provide studentsrsquo opportunities to evaluate and reflect critically
on their chosen area of study
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a identify a theoretical framework or model or practical problem
for investigation and study
b apply the language theories and knowledge of bilingual studies
acquired in the programme
c evaluate and reflect critically on the chosen topic and its
implications
d present findings recommendations andor results in a clear and
effective manner
51
Subject Synopsis
Indicative Syllabus
Students may choose to adopt different approaches for this
Integrated Study Some suggestions are as follows
1) Literature Review Approach students can discuss and analyse a
theoretical model or framework and conduct a critical review of
the literature in a particular area related to bilingual studies
OR
2) Practical Approach students can synthesise and apply what they
have learnt to manage a project based on an analysis of a
perceived need of a real business non-profit making
organisation
Other approaches are possible subject to the PEG approval
TeachingLearning
Methodology
A detailed project guideline will be provided to help the students
Each student will then be assigned to a supervisor who will provide
guidance throughout this project Specific consultation hours will
be arranged to facilitate students in this project Students are
required to develop and define a topic in consultation with the
supervisor submit a proposal and a progress report and at the end
submit a final report
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme Committee
The project will be assessed on the basis of proposal progress report
(including discussion and consultation with supervisor) and final
report
Assessment of proposal and progress report will focus on the
formative aspect of student performance and is appropriate for
intended outcomes 1 and 2 The final report accounts for 70 of
assessment and assessment is based on all four intended outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 100
1 Proposal 15
2 Progress report
(including discussion and
consultation with
supervisor)
15
3 Final report 70
Total 100
52
Student Study
Effort Expected Lecturer-student contact
Workshops 6 Hrs
Consultationsupervision 25 Hrs
Other student study effort
Self-study 120 Hrs
Total student study effort 1285 Hrs
Reading List and
References
References
Anderson J amp Poole ME (2002) Assignment and thesis writing
(4th
ed) Milton John Wiley amp Sons
Babbie E (2012) The practice of social research (13th
ed)
Cengage Learning
Bryman A (2011) Business research methods Oxford amp New
York Oxford University Press
Creswell J W (2007) Qualitative inquiry and research design
Choosing among five approaches (2nd
ed) Thousand Oaks CA
Sage Publications
Creswell J W (2008) Research design Qualitative
quantitative and mixed methods approaches (3rd
ed) Thousand
Oaks CA Sage Publications
Davis K A (1995) Qualitative theory and methods in applied
linguistics research TESOL Quarterly 29(3) 427-453
Doumlrnyei Z (2007) Research methods in applied linguistics
Oxford Oxford University Press
Doumlrnyei Z (2010) Questionnaires in second language research
Construction administration and processing (2nd
ed) New
York NY Routledge
Harmon C (2000) Using the internet online services and CD-
ROMs for writing research and term papers (2nd
ed) New York
amp London Neal-Schuman
Kumar R (2005) Research Methodology A step-by-step guide
for Beginners (2nd
ed) SAGE Publication
Merrigan G (2004) Communication Research Methods
Belmont CA WadsworthThomson Learning
Polonskey M J (2005) Designing and Managing a Research
53
Project A Business Studentrsquos Guide Thousand Oaks CA SAGE
Ruane J M (2005) Essentials of Research Methods A Guide to
Social Science Research Malden MA Blackwell
Silverman D (2013) Doing qualitative research A practical
handbook London SAGE
Zikmund W (2003) Business research methods (7th
ed) South-
Western of Thomson Learning
Additional papers and books relevant to the studentrsquos specific
project topic will be identified by the student or recommended by the
supervisor
54
Subject Code SPD3225
Subject Title Written English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build studentsrsquo competencies in
professional written English It is designed to enable students to
write in a crisp efficient professional style that gets the required
results by focusing on the readerrsquos needs and minimising any
chances of misunderstanding
Secondary objectives are to expand studentsrsquo range of language and
to improve accuracy tone and cohesion
Modern Professional Style will be analysed practised and mastered
to gain the benefits of precision of expression enhanced
relationships and accountability
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a analyse their readersrsquo needs and select information accordingly
b write concisely and without ambiguity of message
c create a positive impression through improved accuracy and
tone
d accomplish demanding writing tasks within desired timeframes
The above will include attention to and feedback on a range of
studentsrsquo written English skills
range of language
grammatical accuracy
organisation and coherence
toneappropriacy
55
Subject Synopsis
Indicative Syllabus
Part 1 Modern Professional Style for Email
Effective vs ineffective written communication
Being able to apply key principles and techniques of Plain English
Developing an awareness of the needs of the reader Critically
comparing the features of effective and ineffective written texts
Creating a reader-friendly document
Making key information stand out frontloading key information
using vertical lists and using parallel structure
Modern Professional Style
Using key principles and techniques such as conciseness and an
appropriate register (neutral style vs informal style)
Developing an appropriate tone
Creating a sincere professional image through vocabulary
selection grammatical voice and positive tone
Genre specific patterns
Recognising and applying appropriate patterns for a variety of
purposes particularly
Dealing with enquiries
Discussing and agreeing terms
Expressing dissatisfaction
Responding to customer problems
Linguistic range and accuracy
Being better able to select appropriate vocabulary and control
grammatical accuracy Being able to identify and correct common
errors in written texts
Part 2 Modern Professional Style for Reports
Applying the appropriate techniques from Part 1 to short reports
and proposals Being able to effectively select and organise relevant
information in order to write a well organised reader friendly report
or proposal
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the professional written English
Step 2 Students analyse texts and - with guidance - discover key
language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
56
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy tone
conciseness etc
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods tasks
weighting
Intended subject
learning outcomes
to be assessed
a b c d
Continuous Assessment 50
1 Communicating with
colleagues or customers 20
2 Short report or proposal 30
Examination (BULATS
Writing Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate in written English in a business
context The tasks also indirectly address in terms of content For
example the assessed tasks may require students to synthesise
business information from different functional units of an
enterprise discuss how best to deal with an ethical dilemma facing
an enterprise andor use their global outlook to decide the best way
to deal with a business-related communication task
Subject Intended Learning Outcomes (SILOs)
Each of the three assessment tasks allow the SILOs to be assessed
The assessed tasks are however different from each other in that
they elicit from students a range of relevant text types eg
responding to an enquiry expression dissatisfaction asking a
colleague for clarification writing a short marketing report etc
Each task is designed to elicit a representative sample of language
from which studentsrsquo range accuracy organisation coherence
and tone appropriacy can be assessed Task completion will also
be assessed written communication often has a specific objective
and whether or not a text achieves its objective needs to be
considered in awarding grades for communicative ability
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
57
Criteria and descriptors vary slightly between the formative tasks
and the BULATS Writing Test but the core underlying language
skills are very similar
Student Study
Effort Expected
Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Books References
Ashley A (2000) A handbook of commercial correspondence
Oxford Oxford University Press
Brock SL (2003) Better business writing techniques for
improving correspondence (4th
ed) Menlo Park CA Crisp
Learning
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Oxford
Macmillan
Bilbow Grahame T (2004) Business writing for Hong Kong (3rd
ed) Hong Kong Longman
Holt R D Grigor amp N Sampson (2004) Email International
business correspondence for all occasions Hong Kong
Macmillan
McCarthy M et al (2009) Grammar for business Cambridge
University Press
Mascull Bill (2010) Business vocabulary in use Advanced
Cambridge Cambridge University Press
Mascull Bill (2010) Business vocabulary in use Intermediate
Cambridge Cambridge University Press
Pile L (2004) E-mailing Addlestone UK DELTA Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
58
Subject Code SPD3226
Subject Title Spoken English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build a broad awareness of and develop
the spoken English communication skills that are increasingly
needed to achieve successful outcomes in a range of fairly
demanding work-related situations
This is a task-based subject in which students encounter a range of
simulated professional situations focussed on problem solving and
presentations The contexts are designed to provide opportunities to
introduce analyse and practise a range of functional language (eg
the language of negotiating options promising action clarifying
meaning etc) with particular attention to tone and register A
secondary objective is to expand studentsrsquo professional vocabulary
Intended Learning
Outcomes
On successfully completing this subject students will have the
language skills to be able to do the following in a professional and
appropriate manner
a establish a professional relationship in an appropriate manner
b contribute to and if necessary manage a problem-solving
meeting in a professional and appropriate manner
c present themselves their ideas and the products and services of
a company or organisation
d negotiate in a professional and appropriate manner
The above will include attention to and feedback on a range of
studentsrsquo spoken English skills
range of language
grammatical accuracy
pronunciationstressintonation
discourse management
interactive communication skills
59
Subject Synopsis
Indicative Syllabus
Communicating in Groups
Functional language for
contributing to meetings (eg asking for and giving opinions
dealing with interruptions clarifying etc)
managing meetings (eg setting objectives asking for
clarification keeping to the point summarising etc)
problem-solving (eg stating options balancing arguments
changing your approach etc)
decision making (eg making a suggestion expressing doubt
stating future action etc)
Presenting Persuasively
Functional language and communication techniques for
Laying solid foundations the start the finish signposting
Powerful techniques eg repetition rhetorical questions the
rule of three
Being positive and dramatic power words amp convincing
language storytelling and anecdotes
Handling questions paraphrasing questions answering
strategies
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the target language in realistic professional
contexts
Step 2 Students analyse audiovideo recordings and transcripts
and with guidance-discover key language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy pronunciation
etc
60
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
method tasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
50
1 Three- way problem-
solving discussion 25
2 Individual
presentation 25
Examination
(BULATS Speaking Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate more effectively and efficiently in
professional spoken English in a business context
Subject Intended Learning Outcomes (SILOs)
The three assessment tasks allow each of the 4 SILOs to be
assessed at least twice Each task is designed to elicit a
representative sample of language from which studentsrsquo range
accuracy discourse management pronunciation stress
intonation and interactive abilities can be assessed
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
Criteria and descriptors vary slightly from one assessed task to
another depending on the exact skill-set to be assessed but the core
underlying language skills are very similar
Student Study
Effort Expected Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
As this is a language skills subject it does not require extensive
academic reading but rather extensive exposure analysis and
practice Students may find the following sources useful
Recommended Books References
Allison J amp P Emmerson (2007) The business intermediate
studentrsquos book with DVD ROM Oxford Macmillan
Centre for Professional and Business English (2002) Business
61
English kit for HK executives common errors business writing
amp social English Hong Kong Economic Times
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Macmillan
Oxford UK
Mascull Bill (2002) Business vocabulary in use intermediate
Cambridge Cambridge University Press
Mascull Bill (2004) Business vocabulary in use Advanced
Cambridge Cambridge University Press
McCarthy M et al (2009) Grammar for business Cambridge
Cambridge University Press
Murphy R (2012) English grammar in use with answers A self-
study reference amp practice book for intermediate students of
English (4th
ed) Cambridge Cambridge University Press
Online Resources
General
BBC Learning English
wwwbbccoukworldservicelearningenglishgeneral
Presentations
Presentation Magazine wwwpresentationmagazinecom
PolyU ELC
httpelcpolyueduhkcillpresentationsordering_questionhtm
Podcasts
Business English Pod wwwbusinessenglishpodcom
English Pod wwwenglishpodcom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
62
Subject Code SPD4337
Subject Title English and Chinese in Contrast
Credit Value 3
Level 4
Medium of
Instruction
English (Chinese is used only when a Chinese term is referred to)
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Linguistic Knowledge in English and Chinese would be helpful for
deeper understanding of this course
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This is a comprehensive linguistic course highlighting the
differences between English and Chinese through a linguistic
study of both It aims to develop studentsrsquo awareness of the
contrastive linguistic differences and similarities in Chinese and
English With daily examples students should be able to identify and
analyse critically the structures and functions of these languages and
apply the subject knowledge to solve linguistic problems encountered
in professional and workplace discourses and in daily communication
situations This subject will also encourage studentsrsquo examination of
the intercultural linguistic difference between the east and the west as
well as the intra-cultural differences within the Greater China region
essential to translation and other integrated use of English and
Chinese for professional communication
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a recognise the significance of contrastive analysis in professional
communication
b develop an understanding of the linguistic differences and
similarities between Chinese and English
c identify and analyse critically the structures and functions of these
languages
d apply the subject knowledge to the explanation of linguistic
phenomena encountered in professional discourses and in day-to-
day communication situations
e examine the intercultural difference between the east and the west
as well as the intra-cultural differences within the Greater China
region linguistically essential to translation and other integrated
use of English and Chinese for professional communication
63
Subject Synopsis
Indicative
Syllabus
Overview of Contrastive Analysis
Introduction to contrastive analysis in linguistics function and
importance of contrastive analysis in linguistics evolution of and
philosophies behind the Chinese and English languages
Linguistic Differences and Similarities between Chinese and
English
Fundamental Linguistic characteristics of English and Chinese
contrastive study of English and Chinese phonetics and phonology
word formation morphology grammar syntax semantics
Cross-cultural Translation and Communication
Translation skills (order form structure) language of respect and
humanity face politeness conventional cognition of English and
Chinese
Teaching
Learning
Methodology
Lectures will introduce and explain the principles and various
approaches to contrastive language studies with specific reference to
examples drawn from the greater China region and the English-
speaking countries wherever appropriate and invite sharing of
observations through group discussion
Tutorials provide students the opportunity to deepen their
understanding of the concepts taught in lectures and to understand the
linguistic differences and similarities between Chinese and English as
well as cultural differences in Chinese and English through tutorial
exercises student presentations and group discussions
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d e
Continuous Assessment 60
1 Group project with
individual components 35
2 Mid-term test 15
3 Participation and in
class work 10
Examination 40
Total 100
64
Student Study
Effort Expected Class contact
Lecture 26 Hrs
Tutorial 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
Yule G (2010) The study of language (4th
ed) UK Cambridge
University Press
潘文國 (2013) 漢英語言對比概論 北京 商務印書館
References
Chen D (2011) Contrastive linguistics between Chinese and
English Beijing Foreign Language Teaching and Research Press
Hatim B (1997) Communication across cultures Translation theory
and contrastive text linguistics Exeter Exeter University Press
Nida E A (1993) Language culture and translating Shanghai
Shanghai Foreign Language Education
Snell-Hornby M (2001) Translation studies An integrated
approach Amsterdam John Benjamins
何善芬 (2002) 英漢語言對比研究 上海 上海外語敎育出版社
卉君 (1993) 漢語基本知識 香港 商務印書館
黃伯榮 amp 廖序東 (2011) 現代漢語 北京 高等教育出版社
金惠康 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
李德津 amp 程美珍 (2008) 外國人使用漢語語法 (修訂本) 北京
北京語言大學出版社
蕭立明 (2010) 英漢比較硏究與翻譯 上海 上海外語敎育出版
社
陳定安 (1997) 英漢比較與翻譯 香港 商務印書館
王武興 (2003) 英漢語言對比與翻譯 北京 北京大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
65
Subject Code SPD4346
Subject Title Translation for the Media
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Basic knowledge in SPD3189 Translation for the Workplace or
equivalent
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject introduces to the students the features and practices of
the media industry in Hong Kong and important concepts and
techniques in the translation of media documents including news
reports magazine articles web pages etc It provides sufficient
practice to help students acquire hands-on experience and essential
skills to develop expertise in media translation
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the features and practices of the media industry in Hong
Kong
b analyse different formats and styles of English and Chinese
media texts and
c form and apply appropriate approaches and strategies for
translation tasks of different media texts
Subject Synopsis
Indicative Syllabus
Features and Practices of Media Industry in Hong Kong
Todayrsquos media Functions of the mass media Fundamental
considerations of media translation Tasks of a media translator
Characteristics of Media Language
Nature of media language Semantic level Syntactic level Rhetoric
level Features of English and Chinese media writings
Translation Skills Approaches and Strategies for Media
Documents
Transliteration literal translation liberal translation and combined
translation Addition omission repetition reversion and
rearrangement of words and expressions Balance of accuracy
fluency and expressiveness Adapting editing and re-writing texts
Translation for Printed Media
Translation strategies and approaches for different types of printed
media writings including news reports magazine articles editorials
etc
66
Translation for Electronic Media
Translation strategies and approaches for different types of
electronic media writings including TV and radio broadcast
internet etc
TeachingLearning
Methodology
Lectures focus on the introduction and explanation of translation
theories and concepts with specific reference to different media
documents wherever appropriate Group discussions are arranged
regularly Tutorials provide students with the opportunity to deepen
their understanding of the concepts taught in lectures and to apply
the theories in practice The activities in tutorials normally include
discussion practice and presentation related to both the source text
and the target text of media documents
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments (eg
test reflective journal case
study)
20
3 Group assignments (eg
project report research
paper)
10
4 Class participation 10
Examination 40
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
67
Reading List and
References
Recommended Textbook
There is no prescribed textbook This is a dynamic course which
mainly involves current media documents in Hong Kong Lecture
summary and supplementary notes may be distributed from time to
time
References
Ho W K (2001) Media translating In An Encyclopedia of
Translation Chinese-English eds Chan Sin-wai amp David E
Pollard (pp 651 ndash 657) Hong Kong The Chinese University Press
Itule BD amp Anderson DA (2007) News writing and reporting
for todayrsquos media (7th
ed) New York McGraw Hill
McLoughlin L (2000) The language of magazines London
Routledge
Reah D (2002) The language of newspapers (2nd
ed) London
Routledge
朱伊革 (2007) 英語新聞的語言特點與翻譯 上海 上海交通大
學出版社
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版
金惠香 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
康照祥 (2005) 媒體識讀 臺北 揚智文化
端木義萬 (2000) 傳媒英語研究 北京 中國社會科學出版社
廖柏森 (2007) 新聞英文 閱讀與翻譯技巧 臺北 眾文圖書公
司
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
賴蘭香 (2012) 傳媒中文寫作 香港 中華書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
68
Subject Code SPD4468
Subject Title Writing for Marketing and Public Relations Purposes in English
Credit Value 3
Level 4
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Marketing Management and Public Relations
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject stresses the importance for marketing and PR
professionals to communicate effectively to their target audiences
It equips students with the essential conceptual and analytical skills to
enable them to write a range of effective marketing and PR materials in
English which observe common textual conventions used by
professional marketing and PR writers
The primary focus is on creating effective advertisingpromotional
copy and effective media releases as these are the most common ways
of reaching a target audience Students will also become acquainted
with other text types including backgrounders brochures and broadcast
scripts
Recent technological changes are covered to give students an
understanding of how technology has impacted written communication
skills in the marketing and PR industries
Intended
Learning
Outcomes
Upon successful completion of this subject students will be able to
a identify the intended public and the nature of various media in
planning and writing marketing and PR text
b apply marketing and public relations writing skills to produce
effective promotionaladvertising copy and press releases that reach
their target audience with the desired effect
c recognise and understand legal and ethical problems associated
with marketing and public relations writing and adjust writing style
to avoid these and
d proofread a range of marketing and public relations texts to
improve accuracy by identifying a range of common grammatical
errors
69
Subject
Synopsis
Indicative
Syllabus
The subject develops studentsrsquo awareness of how a range of effective
marketing and PR texts are constructed and helps them develop their
own professional writing skills to produce texts with similar features
It uses genre analysis to analyse the lsquomovesrsquo used by effective
marketing and PR writers in a range of markets and media and
provides many opportunities for students to produce and critically
evaluate their own texts
PART 1 Before you Start Writinghellip
a) Setting communication objectives
Adopting a problem-solution mindset
Defining your target audience
Defining what you want your writing to achieve
b) Considering legal and ethical issues
Defamation
Privacy
Inclusiveness
Gender-neutral writing
lsquoGreenwashrsquo
PART 2 Writing Copy that Sells
a) Key lsquomovesrsquo of successful promotionaladvertising texts
Getting the readerrsquos attention and holding it
Writing from the readerrsquos point of view
Putting human benefits before features
Identifying your USP
Establishing your credibility
Showing that the value exceeds the price
Telling the reader what to do next
Giving the reader a reason to act now
Creating a compelling headlinetagline
b) Critical evaluation of a range of authentic promotionaladvertising
texts in different media
c) Analysis of common linguistic errors in promotionaladvertising
texts written by Chinese L1 writers
PART 3 Writing Successful Media Releases
a) Key lsquomovesrsquo of successful media releases
Identifying a strong news angle
Getting the story into the lead paragraph
Adding high-impact quotes
Creating a compelling headline
Maintaining an objective and neutral tone
b) Critical evaluation of a range of authentic media releases
c) Analysis of common linguistic errors in media releases written by
Chinese L1 writers
70
Teaching
Learning
Methodology
The approach to teaching and learning will incorporate
a) guided discovery
b) skills development in focused tasks and
c) opportunities for students to demonstrate individually their
improved competence
Class time will focus on a discovery-based approach in which students
through guided analysis of model texts will critically evaluate a range
of successful (and occasional unsuccessful) marketing and public
relations copy to identify key features
Students will go on to develop their ability to incorporate these
features into their own writing apply their understanding by
synthesising a range of writing techniques and skills to produce
effective texts of their own in group and individual writing activities
There will be a balance between group work and individual
participation Group work will prepare students to work effectively
with other team members Individual writing tasks and other tasks will
develop a sense of personal responsibility for the quality of their own
communication
Students are expected to read widely on the subject The lecturer will
direct students to one or more specific articles that consolidate and
expand the skill(s) that have been covered that week Alternatively
students may be expected to read some of the theoretical material
before class and come to class already informed of key principles
There is no distinction between lectures and tutorials for this subject
71
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Final Examination 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to approval of the School Programme Committee
Student Study
Effort Expected
Class contact
Lessons 39 Hrs
Self-study and class preparation 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbook
The material is based on the work that the Centre for Professional and
Business English (CPBE) of PolyU carries out with organisations and
working adults in Hong Kong Students will receive the core course
material in two in CPBE-written modules
Part A Writing Copy that Sells
Part B Writing PR Copy
72
References
Aronson M Spetner D amp Ames C (2007) The Public Relations
Writers Handbook The Digital Age 2nd Edition San Francisco
JosseyBass
Bivins T H (2013) Public Relations Writing The Essentials of Style
and Format 8th
Edition McGraw-Hill
Bly RW (nd) The Fundamentals of Persuasive Writing Retrieved 15
December 2015 from wwwblycomPagesdocumentsTFOPWhtml
Farrall C and Lindsley M (2008) Professional English in Use
Marketing Cambridge Cambridge University Press
Harrington J (2015) RIP press releases hello integration and
goodbye PR Welcome to the future of our industry Retrieved 15
December 2015 from wwwprweekcomarticle1366952rip-press-
releases-hello-integration-goodbye-pr-welcome-future-industry
Hayden CJ (2009) Increase Your Signal-to-Noise Ratio Retrieved 15
December 2015 from wwwgetclientsnowcomsignal-to-noise-
ratiohtm
Makepeace C (2009) How to Create a Killer Ad Retrieved 15
December 2015 from
wwwmakepeacetotalpackagecomarchiveshow-to-create-a-killer-ad
Rich C (2012) Writing and Reporting News 7th ed Belmont
California Wadsworth
Ross K (2015) How to Write a Press Release in One Easy Lesson
Retrieved 15 December 2015 from wwwkayrosscompress-
releasehtml
Ross K (2015) Why Should I Visit Your Website - And Why Should I
Stick Around Retrieved 15 December 2015 from
wwwkayrosscomwhy-websitehtml
Schermerhorn M (2005) Writing Great Website Sales Copy
Retrieved 15 December 2015 from httpezinearticlescomWriting-
Great-Website-Sales-Copyampid=36763
Scott DM (2013) The New Rules of Marketing amp PR How to Use
Social Media Online Video Mobile Applications Blogs News
Releases and Viral Marketing to Reach Buyers Directly Hoboken NJ
John Wiley amp Sons
Smith R D (2008) Becoming a Public Relations Writer A Writing
Process Workbook for the Profession 3rd ed Routledge
73
Swain JW amp Swain KD (2014) Effective Writing in the Public
Sector Armonk USA Routledge
Whitaker W R Ramsey J E and Smith R D (2012) Media writing
print broadcast and public relations 4th ed New York Routledge
Wilcox D L (2012) Public Relations Writing and Media
Techniques 7th ed Pearson
Yopp J J and McAdams K (2014) Reaching Audiences a Guide to
Media Writing 6th ed Boston Allyn amp Bacon
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
74
Subject Code SPD4556
Subject Title Languages in Contemporary Societies
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to help the students to understand the
social nature of language to be keenly aware of the product and process
of languages in contact and cross-language influence in the accelerated
globalising society and to be able to apply the sociolinguistic knowledge
learned in class to analyse and evaluate language use in various social
and cultural contexts
Intended
Learning
Outcomes
Students are expected to be able to
a Articulate the social nature of language and the role of language in
both reflecting and constructing a speakers social identity
b Acquire acute awareness and understanding of the dynamics of
language variation and change in multilingual and multicultural
societies
c Appraise critically language-related issues and exercise critical
judgment in evaluating language use in various social and cultural
contexts
d Apply sociolinguistic knowledge to describe and explain the
phenomena of human interaction the students encounter
e enhance critical thinking in the course of study a theoretical subject
socio-linguistics
f enhance biliteracy and trilingualism by virtue of a deeper
understanding of language use in cosmopolitan multi-lingual cities
like Hong Kong
Subject
Synopsis
Indicative
Syllabus
1 Language and social identity
2 Bilingualism and diglossia
3 Societal multilingualism
4 Code-mixing and code-switching
5 Linguistic variation and change
6 Language culture and thought
7 Register genre and style
8 Language and internet development
9 New Media Literacy
75
Teaching
Learning
Methodology
Theory and practice will be fully integrated throughout the subject In
addition to the provision of key concepts of the subject and guidance on
applications highly interactive seminars are designed to encourage
active participation from the students in classroom discussion
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation 20
2 Quiz 20
3 Term paper 40
4 Class participation 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed by presentation quiz and term paper While
the quiz assesses the studentsrsquo grip of the subject matter of a general
nature the presentation and term paper will involve applying the
conceptual resources learned in the subject to describe critically
evaluate and explain some samples of language use in society Besides
the participation tutorial encourages the students to participate actively
in discussion and critically responds to the teacher and fellow classmates
in academic debates
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Supervised studies group work 35 Hrs
Library search fieldwork own research 35 Hrs
Total student study effort 109 Hrs
76
Reading List and
References Aitchison Jean and Diana M Lewis (ed) 2003 New Media
Language London Routledge
Auer Peter (ed) 2007 Style and Social Identities Alternative
Approaches to Linguistic Heterogeneity New York Mouton de
Gruyter
Bonvillain Nancy (2014) Language culture and communication
the meaning of messages [The Seventh Edition] Upper Saddle
River NJ Pearson
Claika Elaine 1994 Language The Social Mirror (3rd Ed) Heinle
amp Heinle
Deborah Tannen and Anna Marie Trester (ed) 2013 Discourse 20
language and new media Washington DC Georgetown University
Press
Eckert Penelope amp Sally McConnell-Ginet 2013 Language and
Gender [The Second Edition] Cambridge University Press
Fasold Ralph 1996 The Sociolinguistics of Language Oxford
Basil Blackwell
Holmes Janet 2013 An Introduction to Sociolinguistics [The
Fourth Edition] Longman
Wardhaugh Ronald (2015) An Introduction to Sociolinguistics
[The Seventh Edition] Chichester John Wiley amp Sons Inc
Stockwell Peter 2007 Sociolinguistics A Resource Book for
Students Routledge
教育部語言文字信息管理司組編《中國語言生活狀況報告》
2005 2006 2007 2008 2009 2011 北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
77
Subject Code SPD4558
Subject Title Applied Translation Studies
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to produce students who understand the factors
involved in communication across two languages who have an
awareness of the different levels of meaning in a text who can use this
awareness to evaluate both source texts and their translations who
have an awareness of basic issues concerning translation as a
profession It will also assist students to examine texts and analyse the
linguistic and sociolinguistic issues underlying communication across
cultures
Intended
Learning
Outcomes
Students are expected to be able to
a understand linguistic and cultural issues in translation
b analyse texts from the point of view of a translator
c identify translation problems in relation to syntax lexis function
and cultural issues to classify them and to find solutions
d translate texts of various types using appropriate strategies and
procedures
e become thinking translators
f students are expected to develop the ability of critical thinking and
cultural appreciation
Subject
Synopsis
Indicative
Syllabus
1 introduction- what translation studies does
2 science of translationmdashlinguistic approach to translation
3 dynamic equivalence
4 type reader translator strategy (functionalist approach)
5 text analysis in translation
6 translation procedures
7 translation of metaphor
8 translation of terminology
9 cultural issues in translation
10 multilingualism in a monolingual text
11 translation in the context of bilingualism and biculturalism
78
Teaching
Learning
Methodology
This subject will be conducted in lectures and seminars Assignments
will be designed to provide tasks which encourage and develop critical
analysis and evaluation as well as encourage and develop the
discussion of their own work and existing translations
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 One paper 80
2 Class
participation
amp paper-conducting
20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed in the form of essays describing
translation problems encountered by the students using theories learned
in class and readings and analyse existing translations
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Peter Newmark A Textbook of Translation (New York Prentice Hall
1988) Eugene A Nida ldquoDynamic Equivalence in Translationrdquo in An
Encyclopaedia of Translation (Hong Kong Chinese University Press
1995) pp223-230
Jin Di ldquoEquivalent Effect in Translationrdquo in An Encyclopaedia of
Translation (Hong Kong Chinese University Press 1995) pp231-234
Roman Jakobson ldquoOn Linguistic Aspects of Translationrdquo Theories of
Translation eds Rainer Schulte and John Biguenet (Chicago and
London University of Chicago Press 1993) pp 144-151
Marilyne Rose ldquoTranslation Types and Conventionsrdquo Translation
Spectrum ed Marilyne Rose (Albany State University of New York
Press 1981) pp31-40
Katharina Reiss ldquoText Types Translation Types and Translation
79
Assessmentrdquo Readings in Translation Theory ed Andrew Chesterman
(Helsinki Oy Finn Lectura Ab 1989) pp106-115
Juliane House ldquoTranslation Quality Assessmentrdquo Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 157-161
Christiane Nord Translation as a Purposeful Activity St Jerome
(1997)
Marrlyne Rose ldquoTime and Space in the Translation Process in
Translation Spectrum pp 1-7
Vinay amp Darkelnet ldquoTranslation Proceduresrdquo in Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 61-69
Jin Di amp Eugene Nida On Translation 中國對外翻譯出版公司
1984
JC Catford A Linguistic Theory of Translation Oxford Univ Press
1965
孫述宇金聖華《英譯中》香港中文大學校外進修部
1975
張培基等《英漢翻譯教程》上海瓦與教育出版社2007
譚載喜《新編奈達論翻譯》北京對外翻譯出版公司1999
劉靖之ldquo重神似不重形似rdquo《翻譯論集》(香港三聯書店
1989) pp1-15
羅新璋 ldquo我國自成體系的翻譯理論rdquo《翻譯論集》(香港商務
印書館1989) pp1-19
林語堂 ldquo論翻譯rdquo 《翻譯論集》(香港三聯書店1989)
pp32-47
趙元任ldquo論翻譯中信達雅的信的幅度rdquo《翻譯論集》(香
港三聯書店 1989)pp48-63
陳西瀅 ldquo論翻譯 rdquo《翻譯論集》(北京商務出版社
1989)pp 400-408
曾虛白ldquo翻譯中的神韻與達rdquo《翻譯論集》(北京商務出版
社 1989)pp 409-416
80
傅雷ldquo翻譯與臨畫 mdash《高老頭》重譯本序rdquo 《翻譯論集》(香
港三聯書店1989) pp 68-69
傅雷關於翻譯的通信《翻譯論集》(香港三聯書店1989)
pp 70-78
錢鍾書ldquo林紓的翻譯rdquo《翻譯論集》(香港三聯書店1989)
pp 302-332
黃宣範ldquo翻譯的語言基礎rdquo《翻譯與語意之間》(台北聯經出
版事業公司1993)pp217-242
《翻譯季刊》香港翻譯學會
《中國翻譯》中國翻譯者協會
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
81
Subject Code SPD4559
Subject Title Bilingual Communication Workshop
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The aim of this subject is to achieve better co-ordination and
integration for the learning of Chinese (including Putonghua) and
English among the students and to better prepare students for
professional environments where the two written codes and three
spoken languages will be either simultaneously interchangeably or
integratively used It is believed that such environments are the
norm in both the private and public sectors of Hong Kong and that
graduates from this programme will be expected to assume as
executives the role of linguistic brokers or intermediaries in these
environments
This subject focuses on enhancing studentsrsquo biliterate and trilingual
skills as well as integrated bilingual communication via a lsquolearning
by doingrsquo approach whereas SPD3263 focuses on developing
studentsrsquo grip on the conceptual resources related to bilingual
communicative norms and the conduct and content of bilingual
communication especially its integrated form
Intended Learning
Outcomes
Students are expected to be
a knowledgeable of the types and features of bilingual
communication in both the private and public sectors
b skilled in parallel drafting of documents in both Chinese and
English and in integrated forms of bilingual communication
c able to conduct a range of acts of verbal and non-verbal
communication such as speech opening amp closing
complimenting amp toasting informational probing amp querying
criticising amp self-defending in a professional manner in cross-
cultural and professional contexts
d bilingual norms of language-mediated communication
e communicative norms of inter-cultural communication
f rhetorical tasks involving queries critique ampor lobbying
82
Subject
Synopsis
Indicative
Syllabus
1 making amp defending a case in both Cantonese Putonghua amp
English
2 conducting parallel case documentation in both Chinese and
English
3 making queries in Cantonese Putonghua and English
4 conducting integrated bilingual communication
Teaching
Learning
Methodology
This subject will be conducted in a highly interactive workshop mode
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks~
weighting
Intended subject learning outcomes to
be assessed
a b c d e f
Continuous
Assessment
100
1 Three oral
exercises 55
2 Two written
exercises 35
3 Feedback
given as a
consultant^
10
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
As an advocate (25) as a fact-finder (10) as a critic (20)
^ Consultant is a role-play position in the simulated class exercises The role
of the consultant in class exercises is to offer helpful suggestions to other
players for improvement This part of assessment is a minor class work
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Guided Supervision 13 Hrs
Other student study effort
Preparation amp Practices 35 Hrs
Writing Exercises 35 Hrs
Total student study effort 109 Hrs
83
Reading List and
References References
Argenti P (2007) Corporate communication (4th
ed) New York
NY McGraw-HillIrwin
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
Chaney LH amp Martin JS (2014) Intercultural business
communication (6th ed) Upper Saddle River NJ PearsonPrentice
Hall
John Sinclair (Eds) (2011) Collins Cobuild English dictionary for
advanced learners Bishopbriggs Glasgow HarperCollins
Mascull B (2010) Business vocabulary in use Advanced (2nd
ed)
Cambridge Cambridge University Press
Mascull B (2010) Business vocabulary in use Intermediate (2nd
ed) Cambridge Cambridge University Press
中國社科院語言研究所詞典編輯室 (2016) 現代漢語詞典 香港
商務印書館
中國社會科學院語言研究所 (2011) 新華字典(第 11 版) 北京
商務印書館
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
香港理工大學中文及雙語學系 (2010) 理大實用中文寫作手冊
香港 香港理工大學中國語文教學中心
陸谷孫(2008)英漢大詞典 上海上海譯文出版社
經濟日報出版社 (2002) 中國商務應用文書手冊 香港 經濟日
報出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
84
Subject Code SPD4563
Subject Title Chinese Media in the Bilingual Context
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject presents and explores issues of bilingualism and
multiculturalism in Chinese media practice in the accelerated globalising
and pluralistic societies of today utilising conceptual resources from
bilingualism and discourse analysis The students are encouraged to
reflect and generalise the use of language and languages in media
discursive practice and to apply and extend their creative and critical
thinking capacity as well as their bilingual knowledge and skills through
analysing and practicing different media genres in Hong Kong and the
related Cultural China regions
Intended
Learning
Outcomes
Students are expected to be able to
a acquire a good understanding of the sociocultural and
sociolinguistic characteristics of Chinese media in Hong Kong and
its related Cultural China regions
b appraise critically language-related issues of media communication
in the accelerated globalising and digitalising world
c develop further bilingual knowledge and skills with an appropriate
usemix of signs styles and symbols for Chinese media production
in a pluralistic society
d develop critical and creative thinking via analysing and producing
different media products in Hong Kong and the related Cultural
China region
e develop integrated biliteracy and trilingualism with heightened
awareness and appreciation of the multilingual and multicultural
mix in Hong Kong and the related Cultural China regions
Subject
Synopsis
Indicative
Syllabus
1 Globalisation localisation and the development of Chinese media
2 Orality and literacy in Chinese media
3 New words and formation in Chinese media
4 Codemixing and codeswitching in Chinese media
5 Intertextuality and hybridity in Chinese media
6 Stylistic variations and changes in Chinese media
7 Signs and Symbols in Chinese media
8 Ideology and image transformation in Chinese media
85
Teaching
Learning
Methodology
The subject will be divided into lectures and seminars Lectures will
cover the major themes in the broadest form while seminars will
concentrate on the special topics andor case studies A combination of
various exercises including presentation class discussion and media
work production will be utilised to maximise the learning outcomes for
the students Tutorial sessions will be arranged to assist students to
complete their assignments satisfactorily
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e
Continuous
Assessment
100
1 Presentation 20
2 Class
participation 15
3 Media
production 45
4 Quiz 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Seminars 13 Hrs
Other student study effort
Readings amp Discussion 30 Hrs
Writing amp problem-solving tasks 50 Hrs
Total student study effort 119 Hrs
86
Reading List
and References
Baran Stanley J 2007 Introduction to Mass Communication Media
Literacy and Culture (Updated 4th ed) New York McGraw-Hill
Chan K J W Walls and D Hayward 2007 (ed) East-West
Identities Globalisation Localisation and Hybridisation Boston
Brill
Craig T J and R King 2002 Global Goes Local Popular Culture in
Asia Hong Kong Hong Kong University Press
Li David CS 1996 Issues of Bilingualism and Biculturalism A Hong
Kong Case Study New York Peter Lang
Lee CC JM Chan Z Pan and CY K So 2002 Global Media
Spectacle News War over Hong Kong New York State University of
New York Press
Machin D amp T V Leeuwen 2007 Global Media Discourse A
Critical Introduction New York Routledge
Meinhof U amp J Smith 2000 Intertextuality and the Media From
Genre to Everyday Life New York Manchester University Press
Wu D D (ed) 2008 Discourses of Cultural China in the Globalising
Age Hong Kong Hong Kong University Press
Lee Francis L F (2014) Talk radio the mainstream press and public
opinion in Hong Kong Hong Kong Hong Kong University Press
王建華主編 2006《資訊時代報刊語言跟蹤研究》杭州浙
江大學出版社
吳東英 許謙文 2000 方言變異還是語體變異 內地與香港娛
樂新聞的語篇差異分析《中國語文》第一期35-41頁
吳東英秦秀白吳柏基2004香港報刊語言口語化的表現形
式和功能《當代語言學》 第3期248-256頁
俞旭郭中實黃煜主編(1999)《新聞傳播與社會變遷》香
港中華書局
鄭慶君 2007《手機短信中的語言學》長沙湖南大學出版
社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
87
Subject Code SPD4564
Subject Title Classical Chinese for Today
Credit Value 3
Level 4
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help our student to break the language barrier that
prevents them to access the civilisation of Ancient China recorded in the
textual forms It enables students to acquire reading ability in Classical
Chinese by adopting the principled systematic approach devised by Wang
Li and his team at Peking University to the acquisition of Classical
Chinese on the part of undergraduate students The essence of this
approach is the division of teaching materials into three parts namely (1)
texts (2) basic vocabulary (3) grammatical patterns and relevant
knowledge with a strong sense of striking a balance between maximising
the utility of each of these three parts and integrating the three as far as
practicable
Intended
Learning
Outcomes
Students are expected to be able to
a acquire sufficient vocabulary to understand Classical Chinese
b acquire the basic grammatical features that are commonly found in
Classical Chinese
c make use of dictionaries and reference works that are instrumental
in studying Classical Chinese source material
d generalise and apply the knowledge acquired to comprehend newly-
encountered texts
e translate Classical Chinese into modern Chinese
f appreciate the historical developments of Chinese language
g relate the classical texts to the cultural historical philosophical and
social evolutions in China
h develop critical and logical thinking through learning Classical
Chinese in a systematic manner
i acquire life-long learning skills through the application of
dictionaries and reference works in the study
j enhance the appreciation of traditional Chinese civilisation
including culture history and philosophy
k identify the influences of traditional Chinese civilisation on the
contemporary world
l have a better sense of historic-national identity and responsibility
88
Subject
Synopsis
Indicative
Syllabus
A Selected Texts
1 Pose Zuozhuan (左傳) Mencius (孟子) Lunyu (論語)
Zhuangzi (莊子) Xunzi (荀子) Han Fei Zi (韓非子)
Zhanguoce (戰國策) Sun Zi (孫子兵法) Shiji (史記)
Hanshu (漢書)
2 Poem Shijing (詩經)Chuci (楚辭)Tangshi (唐詩)
Songci (宋詞)
B Vocabulary
1 The basic meanings and the extended meanings of the
lexical items found in the selected text
2 The synonyms and related words of the lexical items
3 The semantic change of the lexical items in the history of
Chinese language
C Grammatical features
1 Sentence types and their markers
2 Passive versus active sentences
3 Lexical categories Pronouns Connectives prepositions
adverbs and particles
4 The functional shift of lexical categories in Classical
Chinese
5 Word Order in Classical Chinese
D Relevant Knowledge
1 Major dictionaries and reference works in studying
Classical Chinese
2 The metrical patterns in poems and verses
3 The family names and personal names in Ancient China
4 The official titles Ancient China governments
5 The rituals and festivals of Ancient China
6 The astronomical calendar adopted in Ancient China
Teaching
Learning
Methodology
In addition to lectures provided by the subject teacher students will be
required to apply the taught skills to solve problems in understanding
Classical Chinese on their own Critical discussion on the different
commentaries and annotations of the selected texts will be held
Presentations on the socio-cultural aspects of Ancient China will also be
required
89
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes to be assessed
a b c d e f g h i j k l
Continuous
Assessment
50
Examination 50
Total 100
Continuous assessment items andor weighting may be adjusted by the subject
lecturer subject to the approval of the School Programme Committee
The subject will be assessed by assignments and examination The take-
home assignments assess the respective knowledge and skills for the subject
while the final examination assesses studentsrsquo vocabulary size
comprehension ability and translation skills of Classical Chinese
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self studies 60 Hrs
Course work (total 3) 9 Hrs
Total student study effort 108 Hrs
Reading
List and
References
王力主編2006《古代漢語》(校訂重排本)一至四冊北京中華
書局
張世祿2004《古代漢語教程》(修訂版)上下冊上海復旦大學
出版社
王力1984《談談學習古代漢語》濟南山東教育出版社
王力編2000《王力古漢語字典》北京中華書局
王政白1992《古漢語同義詞辨析》合肥黃山書社
楊伯峻何樂士2001《古漢語語法及其發展》(修訂本)北京
語文出版社
村夫向東1985《古漢語語法手冊》太原山西人民出版社
周振甫2004《怎樣學習古文》北京中華書局
張中行2007《文言津逮》北京中華書局
The Reading List and References are indicative Relevant reading materials
will be suggested and assigned from time-to-time when they are deemed
90
appropriate
91
Subject Code SPD4565
Subject Title Communications in Greater China
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
Greater China is a political plurality and is multicultural with policies
and practices of communications varying from polity to polity This
subject will provide students with a survey and understanding of the
social and media characteristics and the communicative norms that are
essential for interpreting evaluating and designing corporate
communication materials related to media relations in the region
Conceptual resources from global communication and cross-cultural
competence will be utilised with the hope to further develop the
studentsrsquo multilingual sensitivity and their multicultural competence
which should help them better adapt to their future professional life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a articulate the social systems and the characteristics of persuasive
communication in the Greater China region
b articulate the media systems and characteristics that are relevant
to media relations management in the region
c evaluate the appropriateness and effectiveness of the language for
persuasion in the region based on their acquired knowledge of the
communicative norms and variations within the region
d plan design and produce integrated materials for public
communication campaigns and managing publicity for the
corporation
e broaden outlooks with enhanced knowledge and understanding of
the linkages and differences in the Greater China region
f enhance biliteracy and trilingualism with heightened awareness
and performance in using different Chinese varieties and styles in
relation to the context of the region
Subject
Synopsis
Indicative
Syllabus
1 The emergence of the concept Greater China and its constituents
2 Governmental policies and practice of communications in Greater
China
3 Public opinions and corporate image management in Greater
China
4 External corporate communications in Greater China
interpersonal dimension
5 External corporate communications in Greater China media
systems and practice
92
Teaching
Learning
Methodology
In addition to attending lectures and tutorials students are provided with
tasks that require survey evaluation and comparison as well as practice
of various forms of corporate communication and of managing
interpersonal and media relations for the corporation in the region
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation
oral quiz 20
2 Problem set 40
3 Quiz 20
4 Participation
tutorial 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The presentation oral quiz allows the students to demonstrate their
understanding of lecture content and provides them with an opportunity
to deal with a special topic within the subject in depth The problem set
will involve applying the conceptual resources learned from the subject
to 1) critically evaluate and justify the suitability of persuasive
communication(s) in Greater China 2) critique the existing approaches
and construct an alternative model for persuasive communication in the
region andor 3) plan and design materials for effective public
communication campaigns in the region While the quiz assesses the
studentsrsquo grip of the subject matter of a general nature the students are
also encouraged to participate actively in class by discussing with their
fellow classmates in the QampA session after the presentation oral quiz
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and Discussion 35 Hrs
Writing and Problem-solving Tasks 35 Hrs
Total student study effort 109 Hrs
93
Reading List
and
References
Lu Xing Wenshan Jia and D Ray Heisey (ed) 2002 Chinese
Communication Studies Contexts and Comparisons Westport CT Ablex
Publishing
Miller Dan P amp Robert L Heath 2004 Responding to Crisis A Rhetorical
Approach to Crisis Communication Mahwah NJ Lawrence Erlbaum
Associates Publishers
Magala Slawomir (ed) 2005 Cross-cultural Competence London
Routledge
McPhail Tomas L 2006 Global Communication Theories Stakeholders
and Trends Malden MA Blackwell Publishing
Rawnsley Gary D and Ming-Yeh T Rawnsley (ed) 2003 Political
Communications in Greater China New York RoutledgeCurzon
Stiff James B and Paul A Mongeau 2003 Persuasive Communication
New York The Guiford Press
Wu Doreen D (ed) (2008) Discourses of Cultural China in the
Globalising Age Hong Kong Hong Kong University Press
Yu Bin (ed) 1996 Dynamics and Dilemma Mainland Taiwan and Hong
Kong in a Changing World New York Nova Science Publishers
陳國明主編 2004《中華傳播理論與原則》五南圖書出版股份有限
公司
胡泳ldquo在互聯網上營造公共領域rdquo《現代傳播》2010 年第 1 期
单业才编著 2007 《企业危机管理与媒体应对》北京 清華大學出
版社
林景新著 2009《网络危机管理》廣州暨南大學出版社
劉建明 2006 《新聞發布概論》北京 清華大學出版社
張海洋 2006《中國的多元文化與中國人的認同》民族出版社
翟學偉 1994 《面子 人情 關係網》河南人民出版社
翟学伟 2011 《中国人的脸面观 形式主义的心理动因与社会表
征》 北京大学出版社
朱海松 2010 《网络的破碎化传播传播的不确定性与复杂适应
性》中国市场出版社
單波石義彬劉學 2011《新闻传播学的跨文化转向》上海交通
94
大學出版社
石国亮 2012《新媒体时代公关案例》 研究出版社
黎佩兒 2012《香港傳媒-新聞自由與政治轉變》天地圖書出版
社
The Reading List and References are indicative Relevant reading materials will
be suggested and assigned from time-to-time when they are deemed appropriate
95
Subject Code SPD4566
Subject Title Consecutive Interpreting
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Pre-requisite SPD3262 Interpreting for the Professions
Objectives
This subject is designed to consolidate the basic interpreting skills
learnt in ldquoSPD3262 Interpreting for the Professionsrdquo and further
develop studentsrsquo interpreting abilities by training them to be able to
undertake consecutive interpreting (CI) tasks on general topics in
the workplace In this subject students will learn some essential CI
skills such as active listening note-taking and oral presentation to
behave professionally in CI Practice will focus on CI tasks on
various topics between Chinese (MandarinCantonese) and English
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a master the basic skills and strategies essential to CI
b recognise the specific requirements of an interpreting task
c make adequate preparation for a CI task
d apply CI to a wide variety of situational uses
e undertake interpreting tasks in the workplace
Subject Synopsis
Indicative Syllabus
1 Basic concepts of interpretation
Functions and features of different types of interpretation
Criteria for good interpretation
Professional ethics and practice
2 Skills for CI
Note-taking skills
Improvisation skills
Public speaking skills
Sight translation skills
TeachingLearning
Methodology
Classes will be conducted in a language laboratory in an interactive
mode Speech recordings on current affairs will be used in classes as
training materials to keep students updated on latest events to
widen their vocabulary and to enrich their repertoire of expressions
In addition audio and video recordings of professional interpreters
will be shown in order to expose learners to different interpreting
styles Students will also be asked to research on interpreting
assignments that cover a variety of topics on current local and
international issues Through class discussion students are guided to
develop self-evaluation and peer-evaluation skills
96
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Class
participation and
performance
10
2 Mid-term quiz 30
3 After-class
practice 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject adopts formative assessment method Specifically
students will be assessed through a series of quizzes in the course of
learning These quizzes will be conducted at different learning
stages to assess studentsrsquo performance under pressure and to
evaluate studentsrsquo progress of learning CI from Chinese (mainly
Cantonese) to English and English to Chinese (mainly Cantonese)
will carry equal weighting in the assessment
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises outside
class 39 Hrs
Reading lecture notes and doing interpreting
assignments 39 Hrs
Total student study effort 117 Hrs
Reading List and
References
Gentile Adolfo Uldis Ozolins amp Mary Vasilakakos 1996 Liaison
Interpreting A Handbook Melbourne Melbourne University Press
Gillies Andrew 2005 Note-taking for Consecutive Interpreting A
Short Course Manchester St Jerome Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
97
Subject Code SPD4568
Subject Title Translation for Business and Commerce
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to train students in the practice of translation for
business and commerce Students will be introduced to basic concepts
and principles relating to business and commercial translation
Through a variety of hands-on tasks students will acquire and apply
specific strategies and techniques to tackle translational problems in
various types of business and commercial texts Students will also
learn to think critically about ethical issues that professional
translators face in the industry
Intended Learning
Outcomes
At the end of the course students should be able to
a Reflect critically on basic concepts and principles relating to
business and commercial translation
b Identify specific strategies and techniques in solving
translational problems in business and commercial texts
c Apply the concepts principles strategies and techniques
acquired to the translation of various types of texts in the
business and commercial domain
Subject Synopsis
Indicative
Syllabus
1 the nature and function of business and commercial translation
2 basic concepts and principles
3 translating general business documents strategies and
techniques
4 translating technical financial documents strategies and
techniques
TeachingLearning
Methodology
This subject will be conducted in a highly interactive seminar mode
Lectures will be complemented by hands-on tasks and class
discussions Assignments will be designed to help learners apply the
knowledge acquired in class to practical translation work
98
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Assignment 1 25
2 Assignment 2 25
3 Assignment 3 25
4 Assignment 4 25
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Being a skill-oriented subject assessment is based primarily on
assignments and an end-of-semester class test
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References Brett Michael (2000) How to Read Financial Pages London Random
House
Downes J amp Goodman J E (2006) Barronrsquos Dictionary of Finance
and Investment Terms 7th edition New York Barronrsquos
Downes J amp Goodman J E (2003) Barronrsquos Finance amp Investment
Handbook New York Barronrsquos
周兆祥(2004)《財經翻譯精要》香港商務印書館
李德鳳(2007)《財經金融翻譯》香港香港大學出版社
白雲開 (2001)《21世紀商用中文書信寫作手冊》香港香港城
市大學出版社
張新紅李明 (2011)《商務英語翻譯》北京高等教育出版社
99
陳仕彬 (2003) 《金融翻譯技法》香港中文大學出版社
許建忠 (2003)《工商企業翻譯實務》香港中文大學出版社
方夢之毛忠明 (2008) 《英漢mdash漢英應用翻譯綜合教程》上
海上海外語教育出版社
李長栓 (2012) 《非文學翻譯理論與實踐》北京中國對外翻譯
出版公司
王恩冕 (2005) 《如何翻譯英語報刋經濟文章》北京對外經濟
貿易大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
TABLE OF CONTENTS
SECTION ONE GENERAL INFORMATION Page
1 PROGRAMME HOST 1
2 PROGRAMME OPERATION AND MANAGEMENT 1
3 CONTACT INFORMATION 1
4 AWARD TITLE 2
5 MODE STUDY LOAD AND DURATION OF STUDY 2
6 ATTENDANCE 2
7 PROGRAMME AIMS AND OUTCOMES 2
8 ENTRANCE REQUIREMENTS 3
9 CREDIT TRANSFER AND EXEMPTION
91 Credit Transfer 4 92 Exemption 5 10 CURRICULUM DESIGN
101 Outcome-based Curriculum 5
102 Programme Structure 6
103 Recommended Progression Pattern 9
104 Curriculum Mapping 10
11 MEDIUM OF INSTRUCTION 11
12 TEACHING AND LEARNING METHODS 11
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment 11
132 Assessment Methods 12
133 Grading 13
134 Grade Point Average 14
135 Role of Subject Assessment Review Panel 15
136 Role of Board of Examiners 16
137 Academic Probation 16
138 Progression and De-registration 16
139 Late Assessment 17
1310 Retaking of Subjects 17
1311 Eligibility for Award 18
1312 Guidelines for Award Classification 18
1313 Appeals against Assessment Results 20
1314 Academic Dishonesty and Disciplinary Actions 20
1315 Exceptional Circumstances 20 1316 Other Regulations 21
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION 21
SECTION TWO SUBJECT DESCRIPTION FORMS OF
DISCIPLINE SPECIFIC REQUIREMENTS SUBJECTS
Page
Compulsory Subjects
SPD3189 Translation for the Workplace 22
SPD3260 Analysis of Modern Chinese 25
SPD3261 Introduction to Bilingual Studies 28
SPD3262 Interpreting for the Professions 31
SPD3263 Introduction to Bilingual Communication 34
SPD3270 Analysis of English 38
SPD4553 English for Chinese Cultural Themes
41
SPD4554 Chinese and Bilingual Academic Inquiry 44
SPD4557 Integrated Study (Bilingual Studies) 48
Elective Subjects
SPD3225 Written English for Professionals 52
SPD3226 Spoken English for Professionals 56
SPD4337 English and Chinese in Contrast 60
SPD4346 Translation for the Media 63
SPD4468 Writing for Marketing and Public Relations Purposes in English 66
SPD4556 Languages in Contemporary Societies 72
SPD4558 Applied Translation Studies 75
SPD4559 Bilingual Communication Workshop 79
SPD4563 Chinese Media in the Bilingual Context 82
SPD4564 Classical Chinese for Today 85
SPD4565 Communications in Greater China 88
SPD4566 Consecutive Interpreting 92
SPD4568 Translation for Business and Commerce 94
Section One
General Information
1
1 PROGRAMME HOST
The Bachelor of Arts (Honours) in Bilingual Studies is hosted by the School of
Professional Education and Executive Development (SPEED) which assumes the
overall academic responsibility in the realm of quality assurance in both teaching and
learning
2 PROGRAMME OPERATION AND MANAGEMENT
21 The School Programme Committee (SPC) oversees the operation of all PolyU-SPEED
award programmes The SPC meets at least twice a year
22 A Programme Executive Group (PEG) will be formed to manage the day-to-day
operation of the Bachelor of Arts (Honours) in Bilingual Studies The PEG which
operates informally is chaired by the Programme Leader and includes staff with key
responsibilities for the programme Student representatives will be invited to meet
with the PEG in each semester to provide feedback
23 Students will also be invited to nominate their representatives to join the StudentStaff
Consultative Group (SSCG) in SPEED SSCG is a formal channel through which
student views are obtained It meets at least once per semester and reports or makes
recommendations as appropriate to the SPC
24 Students are encouraged to provide feedback on subject level via the Student
Feedback Questionnaire (SFQ) exercise which will be considered by the related
parties for continuous improvement of teaching and learning
3 CONTACT INFORMATION
Programme Leader
Dr K H Cheung
(Tel 3746-00774 Email khcheunspeed-polyueduhk)
Deputy Programme Leader
Dr Val Chen
(Tel 3746 0084 Email spczilispeed-polyueduhk)
Administrative Staff
Ms Elsa Ho Programme Officer
(Tel 3746 0070 Email ooelsahospeed-polyueduhk)
Ms Cecilia Lai Administrative Assistant
(Tel 3746 0069)
General Enquiry Line 3400 2828
Fax Number 2363 0540
Website httpwwwspeed-polyueduhk
Email Address spawardspeed-polyueduhk
2
4 AWARD TITLE
Bachelor of Arts (Honours) in Bilingual Studies
Students may apply to exit the programme for the ordinary degree of ldquoBachelor of Arts
in Bilingual Studiesrdquo upon fulfilling the requirements as specified in Section 13112
of this document
5 MODE STUDY LOAD AND DURATION OF STUDY
51 The programme is offered in full-time mode of study
52 The normal study load is 15 credits in each semester
53 Prior approval from the School is required if students wish to deviate from the
recommended study load The maximum study load to be taken by a student in a
semester is 21 credits1 unless exceptional approval is given by the Director of SPEED
For such cases students will be reminded that the study load approved should not be
taken as grounds for academic appeal
54 Students on academic probation will be required to take a reduced study load To help
improve the academic performance of the students on academic probation the School
will decide the maximum number of credits to be taken by these students on an
individual basis
55 The normal duration of the programme is 2 years The maximum period of
registration is twice the normal duration ie 4 years
6 ATTENDANCE
It is important that students attend classes and study related activities regularly and
punctually Participation forms a critical part in the learning process contributing to
the desired learning outcomes Absence will affect study progress and students should
not be absent without good reason
Some subjects under this programme are Continuing Education Fund (CEF)
reimbursable subjects For CEF reimbursement claims students are required to fulfil
the attendance requirement as stipulated by the Office of CEF
1 Not applicable to students on academic probation
3
7 PROGRAMME AIMS AND OUTCOMES
71 Aims of the Programme
The overarching aim of the programme is to build on the linguistic knowledge and skills
of graduates from relevant Associate Degree Higher Diploma programmes producing
knowledgeable Chinese-English bilinguals with a broad linguistic base who can
approach language and related cultural issues intellectually contribute to the
development of bilingual studies and apply their expertise to related professions in Hong
Kong and other cosmopolitan Chinese communities
72 Programme Intended Learning Outcomes
Graduates of the programme are expected to
(a) have a cultivated understanding of the academic disciplines that form the knowledge
foundation for a career closely related to bilingual studies
(b) have a broad linguistic base that forms the skills foundation for a career where
bilingual studies are applicable
(c) be equipped with sound knowledge of Chinese and English
(d) be equipped with good command of Chinese and English
(e) be able to analyse and solve problems relating to bilingual studies
(f) be able to develop critical thinking
(g) be able to cope with stringent demands in terms of ethics leadership etc made by
society and the professional world
73 Correlation between Programme Intended Learning Outcomes and Institutional Learning
Outcomes
The following table shows the correlation of the programme intended learning
outcomes and PolyUrsquos institutional learning outcomes at undergraduate degree level
Programme
Intended
Learning
Outcomes
Institutional Learning Outcomes for Undergraduate Degree
Competent
professional
Critical
thinker
Effective
communicator
Innovative
problem
solver
Lifelong
learner
Ethical
leader
a
b
c
d
e
f
g
4
8 ENTRANCE REQUIREMENTS
81 The minimum requirements for admission to the programme are
(a) Holders of an Associate Degree a Higher Diploma or equivalent qualification in
relevant disciplines awarded by recognised universities institutions
(b) Those who do not possess the above-mentioned qualifications but have reached
the age of 25 before 1 September in the year in which they seek admission may
apply as mature applicants Mature applicants should possess relevant working
experience in senior positions and have completed post-secondary studies in
related fields They will also be required to pass an admission test and
demonstrate to an Admission Interview Panel their ability to complete the
programme
82 Applicants who apply for admission with non-local qualifications are also required to
attain the following English language requirement
IELTS 60 or TOEFL 550 (paper based) 213 (computer based) 80 (Internet
based)
The above requirement may be exempted for applicants who have completed sub-
degree programmes or equivalent with English as the medium of instruction
9 CREDIT TRANSFER AND EXEMPTION
91 Credit Transfer
Students will be given credits for recognised previous study and the credits will be
counted towards meeting the requirements of the award Normally not more than
50 of the required number of credits for the academic award may be transferable
from approved institutions outside The Hong Kong Polytechnic University (PolyU)
For transfer of credits from programmes within the PolyU normally not more than
67 of the required credits for the award can be transferred In cases where both
types of credits are transferred not more than 50 of the required number of credits
for the award may be transferred Grades may or may not be given for the transferred
credits
The programme is an articulation degree programme Students normally will not be
given credit transfer for any required Cluster-Area Requirements (CAR) and Service-
Learning subjects under General University Requirements (GUR) and they must
complete at least 60 credits2 to be eligible for the award Students who have
completed comparable subjects at sub-degree studies may apply for exemption
Should exemption be granted students will be required to take other electives
(including free electives) to make up the total of 60 credits2 required
2 The minimum requirement of 60 credits does not include the Language and Communication
Requirements (LCR) subjects under GUR which are applicable to individual students
5
The granting of credit transfer is a matter of academic judgement In assessing the
transferability of subjects previously taken the syllabus of that subject should be
carefully scrutinised to ascertain that it is comparable to the curriculum of the
programme Other relevant information may also be required to ascertain the
academic standing of the institution offering the previous study Decision on granting
credit transfer lies with the School
For credit transfer of retaken subjects the grade attained in the last attempt should be
taken in the case of credit transfer with grade being carried over Students applying
for credit transfer for a subject taken in other institutions are required to declare that
the subject grade used for claiming credit transfer was attained in the last attempt of
the subject in their previous studies If a student fails in the last attempt of a retaken
subject no credit transfer should be granted despite the fact that the student may have
attained a pass grade for the subject in the earlier attempts
Students should not be granted credit transfer for a subject which they have attempted
and failed in their current study
The validity period of subject credits earned is 8 years starting from the year in which
the subject is completed (eg if the qualification credit was earned in 201617 the
validity period should count from 2017 for 8 years) Credits earned from previous
study should remain valid at the time when the student applies for transfer of credits
92 Exemption
Students may be granted exemption from taking certain subjects if they have
successfully completed similar subjects at a comparable level in other programmes
The credits associated with the exempted subjects will not be counted for satisfying
the credit requirements of the programme In such case students will be advised to
take other subjects to satisfy the credit requirements
10 CURRICULUM DESIGN
101 Outcome-based Curriculum
University education goes beyond merely mastering accumulation of factual
knowledge It is vital to develop studentsrsquo ability to solve problems and think
critically These focuses are translated from the initial programme objectives to the
teaching approaches and evaluation of student performance
The underpinning curriculum design principle for this programme is outcome-based
learning An outcome-based curriculum provides a rigorous and robust delineation of
the professional competence It also highlights the generic abilities that are
considered important for the graduates of this programme
Explicitly specified outcomes give a clear direction as to how teaching and assessment
6
should be planned aligned and carried out Ultimately this enhances coherence and
integration among subjects within the programme
In addition students are encouraged to take more responsibility for their own learning
in an outcome-based curriculum When learning outcomes are stated clearly students
are able to plan their own learning more effectively
102 Programme Structure
1021 The programme of study consists of at least 60 credits All students are also required to
complete a non-credit-bearing Work-Integrated Education component
(a) General University Requirements (GUR) (Minimum 9 credits)
Nature Details Credits
Language and
Communication
Requirements (LCR)
6 credits in English amp
3 credits in Chinese
(Students who have met the equivalent standard
of the undergraduate degree LCR will not be
required to take these credits Individual
students who are required to take LCR subjects
will be advised of the details before programme
commencement)
9
Cluster-Area
Requirements (CAR) One subject
with Chinese Reading amp
Writing Requirements and China Studies
Requirement embedded
One subject with English Reading amp
Writing Requirements embedded
3
3
Service-Learning (SL)
Free elective
Prior to the full implementation of SL
students may take a 3-credit free elective in
lieu of SL
3
The latest information on GUR subjects is available on the Student Portal (wwwspeed-polyueduhkmySPEED)
7
(b) Discipline Specific Requirements (DSR) (51 credits)
Indicative Area Subject Title Level
Compulsory Subjects (9 subjects 3 credits each)
Bilingual Studies SPD3261 Introduction to Bilingual Studies 3
Translation amp Interpreting
SPD3189 Translation for the Workplace 3
SPD3262 Interpreting for the Professions 3
Linguistics SPD3260 Analysis of Modern Chinese 3
SPD3270 Analysis of English 3
Bilingual Communication
SPD3263 Introduction to Bilingual Communication 3
DSLR English SPD4553 English for Chinese Cultural Themes 4
DSLR Chinese SPD4554 Chinese and Bilingual Academic Inquiry 4
Capstone SPD4557 Integrated Study (Bilingual Studies) 4
Elective Subjects^ (any 8 subjects 3 credits each at most 1 subject at Level 3)
English Language
SPD3225 Written English for Professionals 3
SPD3226 Spoken English for Professionals 3
SPD4468 Writing for Marketing and Public Relations Purposes in English
4
Linguistics
SPD4337 English and Chinese in Contrast 4
SPD4556 Languages in Contemporary Societies 4
SPD4564 Classical Chinese for Today 4
Translation amp Interpreting
SPD4346 Translation for the Media 4
SPD4558 Applied Translation Studies 4
SPD4566 Consecutive Interpreting 4
SPD4568 Translation for Business and Commerce 4
Bilingual Communication
SPD4559 Bilingual Communication Workshop 4
SPD4563 Chinese Media in the Bilingual Context 4
SPD4565 Communications in Greater China 4
Discipline-Specific Language Requirement subject
^ Offering of any elective subjects is subject to sufficient enrolment
(c) Work-Integrated Education (WIE) Requirement
WIE is a work-based learning experience which takes place in an organisational
context relevant to a studentrsquos future profession or career or the development of
generic skills that will be valuable in the studentrsquos future career development Going
beyond studying within campus it allows students to learn from the outside world yet
at the same time contribute to the industry and or community
Students of this programme are required to complete 300 hours of WIE during their
study period Relevant work experience accumulated during or after sub-degree studies
8
may be recognised for fulfilment of WIE
Students will be provided with the WIE guidelines and be advised of the procedures
for recognition of prior work experience at programme commencement
1022 Exit Award
Students who have completed the following requirements may apply to exit the
programme of study with an ordinary degree of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) GUR (minimum 9 credits)
(b) DSR
All compulsory subjects except ldquoSPD4557 Integrated Study (Bilingual
Studies)rdquo (24 credits)
Any 4 elective subjects with at least 3 subjects at Level 4 (12 credits)
(c) WIE (non-credit-bearing)
(d) Having a GPA of 20 or above
For details please refer to Section 13112
9
103 Recommended Progression Pattern
All students are required to undertake 5 subjects in each semester without intermission
in order to fulfil the study requirements within the 2-year normal duration of study
They are also required to complete 300 hours of Work-Integrated Education within their
study period
Year amp
Semester
Subject Code and Title Subject
Nature
Year 1
Sem 1
SPD3189 Translation for the Workplace C
SPD3261 Introduction to Bilingual Studies C
SPD3263 Introduction to Bilingual Communication C
SPD4554 Chinese and Bilingual Academic Inquiry C
GUR Subject GUR
Year 1
Sem 2
SPD3260 Analysis of Modern Chinese C
SPD3262 Interpreting for the Professions C
SPD3270 Analysis of English C
SPD4553 English for Chinese Cultural Themes C
GUR Subject GUR
Year 2
Sem 1
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
GUR Subject GUR
Year 2
Sem 2
SPD4557 Integrated Study (Bilingual Studies) C
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
C = Compulsory E = Elective GUR = General University Requirements
Remarks
1) The subject offering schedule is subject to change at the discretion of the School
2) For elective subjects priority in enrolment will be granted to students in that particular year of study
3) Offering of any elective subjects is subject to sufficient enrolment
4) Students who are required to take LCR subject(s) will be informed of the study schedule separately
These students are advised to consult the Programme Leader on their progression patterns should
they have any concerns on their study load taking into consideration the LCR subject(s) they are
required to take
10
104 Curriculum Mapping
Below is a mapping of subjects of the Bachelor of Arts (Honours) in Bilingual Studies
with reference to the programme intended learning outcomes The mapping focuses
on how each of the programme outcomes is introduced reinforced and assessed
Subject Code Subject Title Programme Intended Learning Outcomes
(a) (b) (c) (d) (e) (f) (g)
Co
mp
uls
ory
Su
bje
cts
SPD3189 Translation for the Workplace I A R A I A
SPD3260 Analysis of Modern Chinese I A R A I A
SPD3261 Introduction to Bilingual Studies I A I A I A
SPD3262 Interpreting for the Professions I A R A I A
SPD3263 Introduction to Bilingual
Communication I A I A
SPD3270 Analysis of English R A R A
SPD4553 English for Chinese Cultural
Themes R A R A
SPD4554 Chinese and Bilingual Academic
Inquiry I A R A R A I A
SPD4557 Integrated Study (Bilingual
Studies) R A R A R A R A R A R A R A
Ele
ctiv
e S
ub
ject
s
SPD3225 Written English for Professionals R A R A
SPD3226 Spoken English for Professionals R A R A
SPD4337 English and Chinese in Contrast R A R A R A
SPD4346 Translation for the Media R A R A R A
SPD4468
Writing for Marketing and
Public Relations Purposes in
English
R A R A R A
SPD4556 Languages in Contemporary
Societies R A R A I A R A
SPD4558 Applied Translation Studies R A R A R A R A
SPD4559 Bilingual Communication
Workshop R A R A
SPD4563 Chinese Media in the Bilingual
Context R A R A R A
SPD4564 Classical Chinese for Today R A R A R A
SPD4565 Communications in Greater
China R A R A
SPD4566 Consecutive Interpreting R A R A R A
SPD4568 Translation for Business and
Commerce RA R A R A
Introduced (I) That the learning leading to the particular intended outcome is introduced in that subject Reinforced (R) That the learning leading to the particular intended outcome is reinforced in that subject Assessed (A) That the learning leading to the particular intended outcome is assessed in that subject
11
11 MEDIUM OF INSTRUCTION
The medium of instruction is English and Chinese (Cantonese and Putonghua when
spoken)
12 TEACHING AND LEARNING METHODS
The teaching learning philosophy underlying this programme is based on a holistic
diversified and flexible approach teaching students how to learn instead of what to
memorise and equipping them with the requisite skills required of a ldquolifelongrdquo learner
On the whole various teaching and learning strategies are adopted which are geared
to the needs and characteristics of the students
The teaching and learning activities are organised coherently according to the
programme learning outcomes subject nature the particular subject topics level of
difficulty and the integration among other components and subjects of the programme
A variety of teaching and learning methods will be used
The main form of teaching is through the use of interactive lectures supplemented
with tutorial exercises (such as case studies projects and presentations) and various
kinds of audio-visual aids Students also have the chance to gain exposure to
experiential learning self-directed learning case-based learning and problem-based
learning
Web-based teaching is another characteristic of the subjects of this programme It is
used to complement face-to-face teaching not only for encouraging studentsrsquo active
participation but also to encourage them to make use of websites for information
collection
To facilitate learning the subject lecturers not only play the role of introducing new
concepts imparting knowledge but also act as facilitators to encourage students to
share their ideas and experience through class discussion case study oral presentation
and group activities
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment
Assessment of learning and assessment for learning are both important for assuring the
quality of student learning Assessment of learning is to evaluate whether students have
achieved the intended learning outcomes of the subjects that they have taken and have
attained the overall learning outcomes of the programme at the end of their study at a
standard appropriate to the award Appropriate methods of assessment that align with
the intended learning outcomes are designed for this purpose The assessment methods
will also enable the teacher to differentiate studentsrsquo different levels of performance
within the subject Assessment for learning is to engage students in productive learning
activities through purposefully designed assessment tasks
12
Assessment will also serve as feedback to students The assessment criteria and
standards should be made explicit to students before the start of the assessment to
facilitate student learning and feedback provided should link to the criteria and
standards Timely feedback will be provided to students so that they are aware of their
progress and attainment for the purpose of improvement
132 Assessment Methods
Studentsrsquo performance in a subject is assessed by continuous assessment and or
examinations as deemed appropriate Where both methods are used the weighting of
each in the overall subject grade has been clearly stated in Section Two of this
document
To pass a subject a student must obtain a pass grade in both continuous assessment
AND examination if any Continuous assessment may include tests assignments
projects presentations and other forms of classroom participation depending on the
subject area Assignments which involve group work will nevertheless include some
individual components therein The contribution made by each student in continuous
assessment involving group effort shall be determined and assessed separately and
this can result in different grades being awarded to students in the same group
At the beginning of each semester the subject lecturer will inform students of the
details of the methods of assessments to be used within the assessment framework as
specified in this document
13
133 Grading
Assessment grades shall be awarded on a criterion-referenced basis A studentrsquos
overall performance in a subject shall be graded as follows
Subject
Grade
Grade
Point
Short
Description
Elaboration on subject grading description
A+ 45 Exceptionally
Outstanding
The studentrsquos work is exceptionally
outstanding It exceeds the intended subject
learning outcomes in all regards A 4 Outstanding The studentrsquos work is outstanding It exceeds
the intended subject learning outcomes in
nearly all regards
B+ 35 Very Good The studentrsquos work is very good It exceeds
the intended subject learning outcomes in most
regards B 3 Good The studentrsquos work is good It exceeds the
intended subject learning outcomes in some
regards
C+ 25 Wholly
Satisfactory
The studentrsquos work is wholly satisfactory It
fully meets the intended subject learning
outcomes C 2 Satisfactory The studentrsquos work is satisfactory It largely
meets the intended subject learning outcomes
D+ 15 Barely
Satisfactory
The studentrsquos work is barely satisfactory It
marginally meets the intended subject learning
outcomes D 1 Barely
Adequate
The studentrsquos work is barely adequate It
meets the intended subject learning outcomes
only in some regards
F 0 Inadequate The studentrsquos work is inadequate It fails to
meet many of the intended subject learning
outcomes
lsquoFrsquo is a subject failure grade whilst all others (lsquoDrsquo to lsquoA+rsquo) are subject pass grades
No credit will be earned if a subject is failed
14
134 Grade Point Average
There are different types of Grade Point Average (GPA) as described below All of
them are capped at 40
1341 GPA (cumulative GPA)
Cumulative GPA is computed as follows
GPA =
n
n
ValueCredit Subject
ValueCredit Subject Point x GradeSubject
Where n = Number of all subjects (inclusive of failed subjects) taken by the student up to
and including the latest semester term For subjects which have been retaken
only the grade point obtained in the final attempt will be included in the GPA
calculation
In addition the following subjects will be excluded from the GPA calculation
(i) Exempted subjects
(ii) Ungraded subjects
(iii) Incomplete subjects
(iv) Subjects for which credit transfer has been approved but without any grade
assigned3
(v) Subjects from which a student has been allowed to withdraw (ie those with the
code lsquoWrsquo)
A student who is absent from an examination will be given a fail grade the respective
subject will be included in the GPA calculation and will be counted as ldquozerordquo grade
point GPA is thus the unweighted cumulative average calculated for a student for all
relevant subjects taken from the start of the programme to a particular point of time
GPA is an indicator of overall performance
1342 Semester GPA
Calculation of Semester GPA is similar to the rules for GPA as described above
except that only subjects taken in that semester including retaken subjects will be
included This Semester GPA will be used to determine studentsrsquo eligibility to
progress to the next semester alongside with the cumulative GPA However the
Semester GPA calculated for the Summer Term will not be used for this purpose
unless the Summer Term study is mandatory for all students of the programme
concerned and constitutes part of the graduation requirements
3 Subjects taken in PolyU or elsewhere and with grades assigned and for which credit transfer has
been approved will be included in the GPA calculation
15
1343 Weighted GPA
Along with the cumulative GPA a Weighted GPA will also be calculated to give an
indication to the Board of Examiners on the award classification which a student will
likely get if he she makes steady progress on his her academic studies
Weighted GPA will be computed as follows
n
n
i
i
W ValueCredit Subject
W ValueCredit Subject Point GradeSubject
GPA Weighted
where Wi = Weighting to be assigned according to the level of the subject
n = Number of all subjects counted in GPA calculation as set out in 1341
above except those subjects outside the programme curriculum GUR
subjects will be included
For calculating the Weighted GPA (and Award GPA) to determine the award
classification of students who satisfy the graduation requirements a standard
weighting will be applied to all subjects of the same level with a weighting of 2 for
Level 1 and 2 subjects and a weighting of 3 for Level 3 and 4 subjects This is also
applicable to the classification of ordinary degree exit award
1344 Award GPA
When a student has satisfied the requirements for award an Award GPA will be
calculated to determine his her award classification
If the student has not taken more subjects than required the Award GPA will be the
same as the Weighted GPA
Any subjects passed after the graduation requirement has been met or subjects taken
on top of the prescribed credit requirements for award shall not be taken into account
in the Award GPA However if a student attempts more elective subjects (or optional
subjects) than those required for graduation in or before the semester in which he she
becomes eligible for award the elective subjects (or optional subjects) with a higher
grade contribution shall be included in the Award GPA (ie the excessive subjects
attempted with a lower grade contribution including failed subjects will be
excluded)
135 Role of Subject Assessment Review Panel
Subject Assessment Review Panel (SARP) is responsible for monitoring the academic
standard and quality of subjects and ratifying subject results SARP will review the
distribution of grades within a subject and finalise the grades at the end of each
semester before submission to the Board of Examiners (BoE) The BoE will not
attempt to change the grades SARP is also responsible for deciding the granting of
late assessment to students and the form of late assessment
16
SARP shall include the Director of SPEED or his her delegate the relevant subject
examiners and where appropriate the Programme Leader
136 Role of Board of Examiners
The Board of Examiners (BoE) shall meet at the end of each semester to review
studentsrsquo progress and is responsible to the College Board of the College of
Professional and Continuing Education (CPCE) for making decision on
(a) the classification of awards to be granted to each student on completion of the
programme
(b) de-registration cases and
(c) cases with extenuating circumstances
The BoErsquos membership should be composed of staff members associated with the
programme and some senior members The Chairman will normally be the Director of
SPEED
137 Academic Probation
If the cumulative GPA of a student is below 20 he she will be put on academic
probation in the following semester Once a student is able to pull his her cumulative
GPA up to 20 or above at the end of the semester the status of ldquoacademic probationrdquo
will be lifted The status of ldquoacademic probationrdquo will be reflected in the assessment
result notification but not in the transcript of studies
A student on academic probation will be required to take a reduced study load To
help improve the academic performance of the student the School will decide the
maximum number of credits to be taken by him her in the probation semester
138 Progression and De-registration
A student will have ldquoprogressingrdquo status unless he she falls within the following
categories any one of which shall be regarded as grounds for de-registration from the
programme
(a) the student has exceeded the maximum period of registration for the programme
as specified in this document or
(b) the studentrsquos cumulative GPA is lower than 20 for two consecutive semesters
and his her semester GPA in the second semester is also lower than 20 or
(c) the studentrsquos cumulative GPA is lower than 20 for three consecutive semesters
When a student falls within the categories as stipulated above the BoE shall de-
register the student from the programme without exception
Notwithstanding the above the BoE has the discretion to de-register a student with
extremely poor academic performance before the time frame specified in categories (b)
17
and (c) above if it is deemed that there is not much of a chance for the student to
attain a GPA of 20 at the end of the programme
139 Late Assessment
A student who has been absent from an examination or other assessment because of
illness injury or other unforeseeable reasons may apply to sit a late assessment
Permission is subject to the approval of SARP as late assessment is not an automatic
entitlement Should a late assessment be granted the actual grade attained will be
awarded
Late assessment for subjects normally shall take place before the commencement of
the following academic year (except for Summer Term which may take place within
3 weeks after the finalisation of Summer Term results) Depending on the decision of
SARP late assessment may be arranged during the examination period of the
following semester term
Except with special approval students who have not yet completed the late
assessment for a subject which is the pre-requisite of another subject will not be
allowed to take the follow-on subject
1310 Retaking of Subjects
No re-assessment will be granted for students in all circumstances Students who
have failed a subject are required to retake the subject if it is compulsory for the
programme If the failed subject is an elective students may choose to retake the
subject or take another elective within the programme as replacement Retaking of
failed subjects or taking replacement subjects should be completed within the
maximum period of registration
Students may retake any subject (except GUR subjects which have been passed) for
the purpose of improving their grade without having to seek approval but they must
retake a compulsory subject which they have failed ie obtained an F grade Retaking
of subjects is with the condition that the maximum study load of 21 credits per
semester is not exceeded Students wishing to retake passed subjects will be accorded
a lower priority than those who are required to retake (due to failure in a compulsory
subject) and can only do so if places are available
The number of retakes of a subject is not restricted Only the grade obtained in the
final attempt of retaking (even if the retake grade is lower than the original grade for
originally passed subject) will be included in the calculation of the GPA Weighted
GPA and Award GPA If students have passed a subject but failed after retake credits
accumulated for passing the subject in a previous attempt will remain valid for
satisfying the credit requirement for award (The grades obtained in previous attempts
will only be reflected in the transcript of studies)
In cases where a student takes another subject to replace a failed elective subject the
fail grade will be taken into account in the calculation of the GPA despite the passing
of the replacement subject
18
1311 Eligibility for Award
13111 Honours Degree Award
Students will be eligible for the PolyU-SPEED award of ldquoBachelor of Arts (Honours)
in Bilingual Studiesrdquo if they satisfy the conditions listed below
(a) Successful completion of at least 60 credits including GUR and DSR as
specified under Section 1021 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1021 (c) and
(c) Having a GPA of 20 or above
Students are required to graduate as soon as they satisfy the respective conditions for
the award
13112 Ordinary Degree Award
Students who have fulfilled the following requirements may apply to exit the
programme with an ordinary degree award of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) Successful completion of at least 45 credits including GUR and DSR as
specified under Section 1022 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1022 (c) and
(c) Having a GPA of 20 or above
Applications for exit award should be submitted in writing to the School before the
start of the examination period of the semester concerned The School reserves the
right not to consider late application in the respective semester
To be eligible for the granting of the exit award students will be required to quit the
honours degree programme of study Re-admission of students who have obtained the
exit award to the same programme of study is not automatic and will be considered
only under exceptional circumstances
1312 Guidelines for Award Classification
13121 Honours Degree Award Classification
This section is applicable to students who have fulfilled the requirements for
Honours Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
19
Classification Guidelines
1st Class
Honours
The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered by
the programme
2nd Class
Honours
(Division 1)
The student has reached a standard of performance attainment
which is more than satisfactory but less than outstanding
2nd Class
Honours
(Division 2)
The student has reached a standard of performance attainment
judged to be satisfactory and clearly higher than the ldquoessential
minimumrdquo required for graduation
3rd Class
Honours
The student has attained the ldquoessential minimumrdquo required for
graduation at a standard ranging from just adequate to just
satisfactory
Under exceptional circumstances a student who has completed an Honours degree
programme but has not attained Honours standard may be awarded a Pass-without-
Honours degree A Pass-without-Honours degree award will be recommended
when the student has demonstrated a level of final attainment which is below the
ldquoessential minimumrdquo required for graduation with Honours from the programme in
question but when he she has nonetheless covered the prescribed work of the
programme in an adequate fashion while failing to show sufficient evidence of the
intellectual calibre expected of Honours Degree graduates A Pass-without-Honours
is an unclassified award but the award parchment will not include this specification
13122 Ordinary Degree Award Classification
This section is applicable to students who have fulfilled the exit award requirements
and are allowed to exit the programme of study for Ordinary Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
Classification Guidelines
Distinction The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered
by the programme
Credit The student has reached a standard of performance
attainment which is more than satisfactory but less than
outstanding
Pass The student has reached a standard of performance
attainment ranging from just adequate to satisfactory
20
1313 Appeals against Assessment Results
A student may appeal against the assessment results within 7 working days upon the
announcement of the results Any appeal should be directed to the Director of
SPEED in writing
Appeal against subject results may lead to a change in the subject grade which may
go upward or downward
1314 Academic Dishonesty and Disciplinary Actions
13141 For students who have been awarded a failure grade as a result of disciplinary action
a remark lsquorsquo will be recorded against the concerned subject failure grade denoting
ldquoDisqualification of result due to academic dishonestyrdquo The remark will appear on
the assessment result notification and transcript of studies until the students leave
the School
The remark will normally cover the following misconduct cases
cheating in assessment work tests or examinations
aiding academic dishonesty
plagiarism
violating rules governing the conduct of examinations that are related to possible
cheating
Students who have been recorded with the remark will also be subject to the penalty
of the lowering of award classification by one level upon graduation The minimum
of downgraded overall result will be kept at a pass
13142 Students who have committed disciplinary offences (covering both academic and
non-academic related matters) will be put on ldquodisciplinary probationrdquo normally for
one year and this will be shown on assessment result notification transcript of
studies and testimonial during the probation period until their leaving the School
For special cases which warrant heavier penalty the CPCE Student Discipline
Committee may specify a longer probation period
Students who have been put on disciplinary probation will be deprived of certain
privileges
13143 Other penalties may also be imposed on students who have committed academic
dishonesty and or disciplinary offences Details are specified on the SPEED
Student Handbook
1315 Exceptional Circumstances
Absence from an assessment component
If a student is unable to complete all the assessment components of a subject due to
illness or other circumstances beyond his her control and considered by the SARP
as legitimate the SARP will determine whether the student will have to complete
21
the assessment and if so by what means
Aegrotat award
If a student is unable to complete the requirements of the programme in question for
the award due to very serious illness or other very special circumstances which are
beyond his her control and considered by the BoE as legitimate CPCE will
determine whether the student will be granted an aegrotat award Aegrotat award
will be granted under very exceptional circumstances
A student who has been offered an aegrotat award shall have the right to opt either
to accept such an award or request to be assessed on another occasion to be
stipulated by the BoE the studentrsquos exercise of this option shall be irrevocable
The acceptance of an aegrotat award by a student shall disqualify him her from any
subsequent assessment for the same award
An aegrotat award shall normally not be classified and the award parchment shall
not state that it is an aegrotat award However the BoE may determine whether the
award should be classified provided that they have adequate information on other
studentsrsquo academic performance
Other particular circumstances
A studentrsquos particular circumstances may influence the procedures for assessment
but not the standard of performance expected in assessment
1316 Other Regulations
Students of the Bachelor of Arts (Honours) in Bilingual Studies are bound by all
other regulations of PolyU PolyU SPEED
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION
Students will be allowed to take additional subjects for broadening purpose in the
semester after they fulfil the graduation requirements However students will still
be subject to the maximum study load of 21 credits per semester and the availability
of places in the subjects concerned and their enrolment will be as subject-based
students only
After a student fulfils the graduation requirements in a semester he she may
continue to enrol as a subject-based student in the following semester only In the
case when the Summer Term is mandatory for all students of a programme students
who have fulfilled the graduation requirements in Semester 2 will be allowed to take
additional subjects in Semester 1 of the following academic year and not necessarily
during the Summer Term These students will be subject-based students only and
cannot use the results of the additional subjects to improve their GPA or Award GPA
Section Two
Subject Description Forms of
Discipline Specific Requirements
Subjects
Information on GUR subjects is available on the Student Portal (wwwspeed-
polyueduhkmySPEED)
22
Subject Code
SPD3189
Subject Title
Translation for the Workplace
Credit Value
3
Level
3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This course aims to equip students with skills in translating different
documents in the workplace from English to Chinese and vice versa
The main purposes are to enable students to understand the
translation theories and skills and be able to apply them in the
translation of workplace texts
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the general translation theories
b identify the formats of different workplace texts and
c apply the translation theories and skills in rendering different
workplace texts
Subject Synopsis
Indicative Syllabus
Translation theories strategies and skills
Translation process Peter Newmarkrsquos Semantic Translation and
Communicative Translation Yan Fursquos translation theories Xin Da
and Ya Formal Equivalence and Functional Equivalence
transliteration literal translation liberal translation addition
omission repetition rearrangement of words and expressions the
importance of context collocation and connotation and translation
of idioms and numbers
Formats of different workplace texts
Formats of different workplace texts such as notices official letters
memos promotional materials and minutes
Application of theories in translating different workplace texts
Translation of the different workplace texts mentioned above and
discussion of good and bad examples
TeachingLearning
Methodology
Lectures should focus on translation theories and skills formats of
workplace texts and application of theories with in-class discussion
and practice
Tutorials are used to discuss studentsrsquo performance in assignments
and group presentations Good and bad examples are shown to
facilitate studentsrsquo understanding of how a document should be
translated
23
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments 20
3 Group assignments 10
4 Class participation 10
Examination 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
吳尚智 顏婉雲 amp 江偉萍 (2005) 中英實務寫作與翻譯手冊 香
港香港城市大學
許建平 (2008) 研究生英語實用翻譯教程 北京 中國人民大學
出版社
References
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版社
李明 張新紅 amp 李克興編 (2003) 商務英語翻譯 英譯漢 北京
高等教育出版社
24
許建忠 (2002) 工商企業翻譯實務 北京 中國對外翻譯出版公
司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
周兆祥 amp 範志偉 (2004) 財經翻譯精要 香港 商務印書館
陸國強 (2013) 漢譯英常用表達式經典慣例 上海 上海外語教
育出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
25
Subject Code
SPD3260
Subject Title Analysis of Modern Chinese
Credit Value 3
Level 3
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help students to synthesise the concepts and
methodology they have accumulated in all the subjects in the
language and communication block in order to describe lexical
items phrases and sentence types of Modern Chinese systematically
Another purpose is to provide students with the necessary analytical
skills to recognise and compare regional varieties of Modern
Chinese especially in written genres Lastly this subject seeks to
enable students to apply the subject knowledge and generic skills
learned in this subject to other subjects on the programme and more
importantly in their future career in terms of both justifying their
understanding and to defend their interpretation of Chinese
sentences
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a apply the concepts of linguistics theories to describing and
analysing the structure meaning and actual usage of Modern
Chinese
b critically identify and evaluate variations in written Chinese
c develop critical and logical thinking through the application of
grammatical analysis of Modern Chinese and
d tackle intellectual problems from multiple perspectives
Subject Synopsis
Indicative Syllabus
1 Overview the formation of Modern Chinese
2 The sound system
3 The writing system(s)
4 Phrases and sentences
5 Words and word classes
6 Nominal structure
7 Subject-predicate structure
8 Verb-object and verb-complement structures
9 Serial verb construction
10 Passive and disposal constructions
11 Subordinative and coordinative structures
12 Regional varieties of Modern Chinese
26
TeachingLearning
Methodology
Lectures are conducted interactively and hands-on exercises are
provided for the students to apply their analytical skills to solving
problems in Chinese grammar All assignments are designed to
provide students with tasks that require the evaluation synthesis and
application of syntactical and morphological concepts and
approaches to the critical analysis and discussion of Chinese
language
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Assignment 30
2 Presentation 10
3 Written report 20
4 Take-home test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed by an assignment a presentation a written
report and a final test The assignment is designed to test the
studentsrsquo ability to apply grammatical concepts to describe evaluate
and analyse Chinese forms and patterns The presentation and the
written report are for students to evaluate the literature critically and
to systematically analyse an issue in Standard Chinese The take-
home test is a summative assessment on important contents of the
subject
Student Study
Effort Expected
Class contact
Lectures 39 Hrs
Other student study effort
Library search 39 Hrs
Reading lecture notes and reference 39 Hrs
Total student study effort 117 Hrs
27
Reading List and
References Recommended Books References
曹煒 2004《現代漢語詞匯研究》北京北京大學出版社
鄧思穎 2010《形式漢語句法學》上海上海教育出版社
符淮青 2011《現代漢語詞彙》香港 商務印書館(香港)有
限公司
葛本儀 2001《現代漢語詞彙學》濟南山東人民出版社
郭銳2002《現代漢語詞類研究》北京商務印書館
胡明揚 1996《詞類問題考察》北京北京語言學院出版社
李家樹陳遠止謝耀基 1999《漢語綜述》香港香港大學
出版社
劉叔新 2005 《漢語描寫詞匯學》(重排本)北京商務印書
館
陸儉明沈陽 2004《漢語和漢語研究十五講》(第二版)北
京北京大學出版社
呂叔湘等著 2010《語法研究入門》(第五版)北京商務印
書館
馬真 1997《簡明實用漢語語法教程》北京北京大學出版
社
人民教育出版社中學語文室 1984《中學教學語法系統提要》
(試用)
邵敬敏主編 2007《現代漢語通論》(第二版)上海上海教
育出版社
邢福義 1998《漢語語法學》長春東北師範大學出版社
邢福義 2001《漢語複句研究》北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
28
Subject
Code
SPD3261
Subject
Title
Introduction to Bilingual Studies
Credit
Value
3
Level 3
Medium of
Instruction
English and Chinese
Pre-
requisite
Co-
requisite
Exclusion
Nil
Objectives
This subject provides an introduction to bilingual studies covering the three
major sub-areas of the programme namely linguistics translation amp
interpreting and bilingual communication It also provides a schema as to
how these three sub-areas work together under the overarching area of
bilingual studies Lastly it puts bilingual studies in the language context of
Chinese and English and the community context of Hong Kong
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a have a general grasp of bilingual studies
b have an understanding of the three sub-areas of bilingual studies
namely linguistics translation amp interpreting and bilingual
communication
c embark on deeper and more concrete studies in the 3 sub-areas
d apply the general principles of bilingual studies to the Chinese-English
context
e apply Chinese-English bilingual studies to Hong Kong and
linguistically similar communities
Subject
Synopsis
Indicative
Syllabus
1 Language
a What is language
b Analysing Language
c Language in Society
d Languages in the World
2 Bilingualism in linguistics and beyond
a Bilinguality
b Societal bilingualism
c Bilingualism and biculturalism
3 Translation and interpreting
a Bridging two worlds
b Translation
c Interpreting
4 Bilingual communication
a Language switch by a bilingual
29
b Language choice in a bilingual community
c Relation between two language varieties
5 Chinese-English bilingual studies
a English as a world language
b Varieties of Chinese
c Hong Kong as an arena
Teaching
Learning
Methodolo
gy
In addition to face-to-face lectures and small group tutorials online
discussions (via Moodle E-learning System) and other computer-assisted
teaching methods will also be used with the help of multimedia (audio and
video) teaching materials Assignments closely related to the real-life use of
language will be given to help student solve language problems
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Take-home
exercises 5
2 Test 1 40
3 Test 2 40
4 Group
project 15
Total 100
Continuous assessment items andor weighting may be adjusted by the subject lecturer
subject to the approval of the School Programme Committee
Two tests will be administered during the semester which will aim to test
the studentsrsquo mastery of basic linguistic knowledge and problem solving
skills In addition students will also be required to conduct research in
groups on a certain linguistic topic in order to further their understanding of
the subject knowledge
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Reading and on-line study 58 Hrs
Preparing for tests 20 Hrs
Group project 10 Hrs
Total student study effort 127 Hrs
30
Reading
List and
References
Recommended Book Reference
For part (a)
Fromkin V Rodman R and Hyams N (2013) An Introduction to
Language (10th ed) Boston WadsworthCengage Learning
For other parts
Relevant reading materials will be suggested and assigned from time-to-time
when they are deemed appropriate
31
Subject Code SPD3262
Subject Title Interpreting for the Professions
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to train students to undertake simple
interpreting tasks This subject aims to help students build a
foundation for the development of essential skills in interpreting
between English and Chinese and vice versa It also uses ample
examples to familiarise students with the principles recurrent issues
and difficulties in interpreting guiding them along from an
introduction to fundamental communication issues in interpreting
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a distinguish the differences between translation and interpreting
b analyse and paraphrase the meaning in the source language
c acquire the skills of active listening and concentration
d acquire fundamental techniques and strategies essential to
interpreting and
e be able to perform interpreting tasks on topics from general areas
Subject Synopsis
Indicative
Syllabus
1 Orientation
- interpreting vs translation
- development of interpreting
- functions and features of different forms of interpreting
- quality assessment of interpreting
2 Codes of ethics
- fidelity
- confidentiality
- impartiality
3 Fundamental skills for interpreting
- active listening
- memory retention
- comprehension
- paraphrasing
- delivery
4 Drills of interpreting
- sight translation
- liaison interpreting
- short consecutive interpreting
32
TeachingLearning
Methodology
The subject will be delivered on a step-by-step basis Trainings on
fundamental skills of interpreting such as listening memorising
paraphrasing and delivering will be given to students at different
learning stages depending on the progress of students Given the
skill-based nature of the subject students will undertake in classes a
number of exercises that are designed to train specific interpreting
skills usually after teacherrsquos demonstration Peer evaluation and self
critiques will be used in order to take learners further into the
concepts skills and techniques
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Quiz-1 10
2 Mid-term quiz 30
3 Quiz-2 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Assessments are conducted regularly on a progressive manner
Assessment criteria include accuracy of delivery cohesion of
delivery intelligibility of delivery clarity of delivery and class
participation
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises
outside class 39 Hrs
Reading lecture notes and doing
interpreting assignments 39 Hrs
Total student study effort 117 Hrs
33
Reading List and
References Recommended Books References
Gile Daniel (2009) Basic Concepts and Models for Interpreter and
Translator Training John Benjamins Publishing Company
Jones Roderick (1998) Conference Interpreting Explained
Manchester St Jerome Publishing
Mason Ian (1999) Dialogue Interpreting Ian Mason St Jerome
Publishing
周兆祥 (1999)《口譯的理論與實踐》商務印書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
34
Subject Code SPD3263
Subject Title Introduction to Bilingual Communication
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
In Hong Kong it is a common practice especially in the corporate world
that the same message has to be presented in the appropriate language to
readers andor audiences who are either Chinese monoglots or English
monoglots or Chinese-English bilinguals This mode of communication
is not a form of translation and interpretation because it does not involve
a source message Besides communicative norms vary across languages
and between monolingual and multilingual contexts In this age of
globalisation where corporate functions are often done in more than one
language and involve personnel from more than one culture bilingual
communication could be a key to success in the corporate world This
subject together with SPD4559 attempt to prepare students for this
mode of communication in the workplace Specifically the focus of this
subject is to develop in students a grip on the conceptual resources
related to bilingual communicative norms and the conduct and content of
bilingual communication especially its integrated form
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a come to grips with the norms and principles of conducting
language-mediated communication in an age of globalisation
multilingualism and multiculturalism
b develop a communicative sense concerning when and where
monolingual norms or bilingual norms be used
c have a general idea about linguistic varieties and how this concept
relates to bilingual communication in corporate contexts
d the impact of the global spread of bilingualism and globalisation on
corporate communication
e how the emergence of bilingual varieties of communication relate to
the aforementioned developments
35
Subject
Synopsis
Indicative
Syllabus
1 conceptual resources underpinning an understanding of bilingual amp
cross-cultural communication
2 conduct amp content of bilingual communication
3 code choice in corporate communication in multilingual
metropolises
4 cross-lingual variation in communicative norms
5 bilingual mode of oral amp written communications in the private
sector
Teaching
Learning
Methodology
Matter that provides a conceptual grounding for the subject will be
delivered in a number of lectures Attempts to develop studentsrsquo grip of
these concepts will be made via in-class exercises
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks~
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 In-class written
exercises 25
2 In-class oral
exercises 25
3 Quiz 20
4 Subject report 20
5 Attendance amp
participation 10 NA
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Practices and Exercises 35 Hrs
Reading and Writing 35 Hrs
36
Total student study effort 109 Hrs
37
Reading List
and References Recommended (Introductory)
Bilbow G T (1996) Business speaking for Hong Kong Hong Kong
Longman Asia Ltd
Coastal Training Technologies Corporation (2002) Communications
intelligence Business etiquette Carlsbad CA CRM Learning
Luke K K amp Theodossia-Soula P (Eds) (2002) Eds Telephone
calls Unity and diversity in conversational structure across languages
and cultures Amsterdam J Benjamins
Marconi J (2004) Public relations The complete guide Singapore
Thomson
Schultz M Hatch M J amp Larsen M H (Eds) (2000) The
expressive organisation Linking identity reputation amp the corporate
brand Oxford Oxford University Press
Scholte J A (2000) Globalisation A critical introduction
Basingstoke Macmillan
Recommended (Advanced)
Gudykunst W B (2004) Bridging differences Effective intergroup
communication (4th
ed) Thousand Oaks California Sage Publications
Hofstede G (2001) Cultures consequences Comparing values
behaviors institutions and organisations across nations (2nd
ed)
Thousand Oaks California Sage Publications
Hofstede G Hofstede G J amp Minkov M (2010) Cultures and
organisations Software of the mind (3rd
ed) New York McGraw-Hill
References
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
中文資料
中國社科院語言研究所詞典編輯室 (2012) 現代漢語詞典 香港商
務印書館(香港)有限公司
中國社會科學院語言研究所 (2011) 新華字典 北京 商務印書館
吳光華主編 (2003) 新漢英辭典 上海 上海交通大学出版社
徐斌主編 (2003) 現代應用文寫作全書 西安 三秦出版社
張立民等編 (1994) 英漢對照應用文大全 南京 江蘇科學技術出版
社
楊正寬 (2002) 應用文 臺北 楊智文化事業股份有限公司
38
劉俊平 (2014) 應用文實戰手冊 先修班 臺北 三民書局股份有限
公司
蔣磊 (2000) 英汉習語的文化觀照与對比 荊州 武汉大学出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
39
Subject Code SPD3270
Subject Title Analysis of English
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject has the aim of acquainting the students with the structural
properties of the English language in a systematic way Context-related
properties will also be discussed so as to enable students to understand
the internal structures of the language through its use in real life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a demonstrate understanding of the basic structures of English and
their formation processes
b demonstrate that they grasp the basic techniques in segmenting and
representing the major structural patterns in English
c generalise and apply such knowledge and skills to the analysis of
newly-encountered English data
d develop critical and logical thinking
Subject
Synopsis
Indicative
Syllabus
1 Lexical Aspects
- Words and lexemes word categories
- Analysing English words base stem root affix morpheme and
its realisations inflection and derivation
- Word formation processes in English
2 Sentential Aspects
- Categories and structures of sentences clauses and phrases
- Phrases and their main characteristics head and dependents NP
DP AdjP AdvP PP VP
- Inflectional forms of verbs tense aspect mood
- Canonical and non-canonical clauses subject predicate
predicator object complement adjunct
- Sentence patterns and their graphic representations
Teaching
Learning
Methodology
This subject diverges from traditional approaches because it adopts a
data-driven context-oriented perspective in analysing the structural
properties of English
40
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Test-1 20
2 Test-2 20
3 Test-3 20
4 Final test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed through four tests which will assess the studentsrsquo
understanding of the grammatical theories taught and their ability to
apply such knowledge to the analysis of authentic English data
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 80 Hrs
Total student study effort 119 Hrs
Reading List
and References
Main Textbook
Huddleston Rodney and Geoffrey K Pullum (2005) A Students
Introduction to English Grammar Cambridge University Press
References for Further Study
Burridge Kate and Jean Mulder (1998) English in Australia and New
Zealand Oxford University Press
Carter Ronald Rebecca Hughes and Michael McCarthy (2000)
Exploring Grammar in Context Cambridge University Press
Coates Richard (1999) Word Structure Routledge
Gelderen Elly van (2010) An introduction to the grammar of English
41
John Benjamins Publishing Company
Leech Geoffrey and Jan Svartvik (2002) A Communicative Grammar of
English [The Third Edition] Longman
McCrum Robert William Cran and Robert MacNeil (2003) The Story
of English [The Third Edition] Penguin Books
Tallerman Maggie (2015) Understanding Syntax [The Fourth Edition]
New York RoutledgeTaylor amp Francis Group
Yule George (1998) Explaining English Grammar Oxford University
Press
陸國強 (1999)《現代英語詞彙學 ( 新版 )》 [Modern English
Lexicology the Revised Edition]上海外語教育出版社
章振邦 (1997) 《新編英語語法》(A New English Grammar) 上海外
語教育出版社第三版
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
42
Subject Code SPD4553
Subject Title English for Chinese Cultural Themes
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives To fulfil the English part of the Discipline-Specific Language
Requirement (DSLR) of the University by brushing up the use of
English for Chinese cultural themes
Intended Learning
Outcomes
Students are expected to be able to
a explain key features of Chinese culture in English
b use English as an effective tool for communication on various
Chinese cultural themes (eg traditional Chinese art literature
and philosophy)
c have an informed understanding of such communication
Subject Synopsis
Indicative
Syllabus
1 Principles for expressing in English Chinese culture loaded ideas
11 Fidelity vs recipient-friendliness
12 Means of re-presentation
121 Paraphrase
122 Annotation
123 Interpretation
124 Translation
125 Other means
2 Romanisation for Chinese and its pronunciation in English
21 Wade-Giles transliteration system
22 Mandarin Romanisation
23 Cantonese Romanisation
24 Pronunciation in English
3 Chinese-English glossaries in select areas
31 Chinese philology
32 Chinese society and politics
33 Chinese art and literature
34 Chinese religion
35 Chinese philosophy
36 Other areas
4 Essay-writing in the above select areas
43
TeachingLearning
Methodology
The subject will be conducted in highly interactive seminars so that
major Chinese issues and cross-cultural issues will be sufficiently
addressed In order to well expound the essential principles of the
subject (eg paraphrase interpretation annotation etc) case studies
and hands-on work will be supplemented under guidance of the
teacher whereas the assignments and in-class tests are designed to
encourage studentsrsquo active participation as well as to help develop
their critical thinking and writing ability
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Oral presentation 20
2 Essay writing
35
3 Attendance amp
class
participation
5
4 In-class tests 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 78 Hrs
Total student study effort 117 Hrs
Reading List and
References Main Readings
Chao YR 1969 ldquoDimension of Fidelity in Translation With Special
Reference to Chineserdquo Harvard Journal of Asiatic Studies 29 109-
130
Chao YR 1956 ldquoChinese Terms of Addressrdquo Linguistic Society of
America 32 (1) 217-241
Deeney John J 1995 ldquoTranscription Romanisation
Transliterationrdquo in Chan Sin-wai amp David E Pollard eds An
44
Encyclopedia of Translation Hong Kong Chinese University Press
1085-1107
Jin Di amp Nida Eugene 1984 On Translation Beijing China
Translation amp Publishing Corporation
Zhang Longxi 2010 ldquoThe Complexity of Differences Individual
Cultural and Cross-Culturalrdquo Interdisciplinary Science Reviews
35(3-4) 341-252
References for Further Study
Chan Wing-tsit 1973 A Source Book in Chinese Philosophy (4th
printing) Princeton Princeton University Press
Hodge B amp Kam Louie 1998 The Politics of Chinese Language
and Culture The Art of Reading Dragons New YorkLondon
Routledge
Introductions to Chinese Culture (30 vols) Cambridge amp New York
Cambridge University Press 2011
Kung-chuan Hsiao 1979 A History of Chinese Political Thought
New Jersey Princeton University Press
Quick References
DeFrancis John 2000 ABC Chinese-English Comprehensive
Dictionary Honolulu University of Hawaii Press
Hucker Charles O 1985 A Dictionary of Official Titles in Imperial
China Stanford Calif Stanford University Press
Kleeman Julie amp Yu Harry 2010 Oxford Chinese Dictionary
Oxford Oxford University Press
Journals
China Quarterly
China Journal
Early China
Journal of Chinese Religions
Journal of Chinese Studies
Modern China
Philosophy East amp West
Trsquooung Pao
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
45
46
Subject Code SPD4554
Subject Title Chinese and Bilingual Academic Inquiry
Credit Value 3
Level 4
Medium of
Instruction
Chinese (with English)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This subject aims to introduce students to the basic principles
strategies techniques and tools for Chinese and bilingual academic
inquiry and problem solving with emphasis on Chinese and bilingual
academic reading writing and information handling in support of
language-based academic and professional work This subject also
fulfils the Chinese part of the Discipline-Specific Language
Requirement (DSLR) of the University
Intended
Learning
Outcomes
Students are expected to be able to
a apply effective strategies and skills to academic reading and
writing in Chinese and bilingual contexts
b benefit from various resources both traditional and IT-oriented
for Chinese and bilingual academic inquiry
c evaluate select and deploy effectively IT tools for information
retrieval and data processing to support Chinese and bilingual
academic inquiry and problem solving
Subject Synopsis
Indicative
Syllabus
1 Orientation
- Language and culture
- Language and society
- Academic enquiry in a bilingual context
- To be academically inquisitive in a bilingual context
2 Intake of ideas in a bilingual context
- To read effectively
- Notes making as an aid to idea reception
3 Information handling in the bilingual context
- retrieval
- assessment
- classification and sorting
- further processing
4 Chinese and bilingual academic resources
- Traditional
- IT related
- Multi-media and hyper-media
47
5 IT tools for Chinese and bilingual information processing
- E-dictionaries and e-encyclopedias
- WWW and online library information retrieval
- Word-processing with the help of Microsoft Office
Teaching
Learning
Methodology
The subject will be conducted in interactive seminars supported with
computer-mediated demonstrations Class participation in the form of
continuous input by students will be encouraged to simulate problem
solving and solution enhancement environments
Online tutorial on academic integrity will facilitate studentsrsquo
self-learning at their own pace through a link within this subject
at moodlecpce-polyueduhk
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
method task
Weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Quiz 40
2 Homework 60
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed entirely through coursework consisting of two
quizzes and three pieces of homework Homework requires the
students to locate and solve a practical problem of academic inquiry
via making educated uses of whatever resources available The quizzes
are meant to consolidate the studentsrsquo basic understanding and skills in
Chinese and bilingual academic inquiry
Online Tutorial on Academic Integrity
To help students understand the importance of academic honesty and
learn ways to ensure that their work and behaviour at SPEED are
acceptable in this regard the Online tutorial on Academic Integrity is
included in this subject Students will need to complete the Tutorial
by Week 5 The Online Tutorial is part of the subject completion
requirement Students who fail to complete the Online Tutorial will
fail this subject
For students who have completed the Online Tutorial in another
subject they can be exempted from this requirement Proof of
48
completion (ie e-Certificate) is required
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Online tutorial on academic integrity 1 Hr
Readings and study 78 Hrs
Total student study effort 118 Hrs
Reading List and
References In Chinese (sorted in Pinyin)
费夫贺马尔坦 (李鸿志译) 《印刷书的诞生》 桂林 廣西師範
大學出版社 2007
羅樹寶 《說書 從獸骨到紙張的文字行旅》 台北 商周出版
2007
林玉山《工具書學概論》 廣州 廣東教育出版社 2004
王寧鄒曉麗 《工具書》 香港 和平圖書有限公司 2003
楊承運肖東發編 《北大學者談讀書》 北京圖書館出版社
2000
余嘉錫 (1884-1955) 《目录学发微 〈含古书通例〉》 北京 中
国人民大学出版社 2004
In English
Baez Benjamin and Boyles Deron The Politics of Inquiry Education
Research and the ldquoCulture of Sciencerdquo New York University of
New York Press 2009
Bergmann L S Academic Research and Writing Inquiry and
Argument in College Boston Longman 2010
Dunne M Pryor J and Yates P Becoming a Researcher A
Companion to the Research Process Maidenhead Open University
Press 2005
Flower L Learning to Rival A Literate Practice for Intercultural
Inquiry New Jersey Lawrence Erlbaum Associates Inc
Herring J E The Internet and Information skills A Guide for
Teachers and School Librarians London Facet Publishing 2004
Lester J D Writing Research Papers A Complete Guide (11th
ed)
New York Pearson Longman 2005
Long L and Long N Computers Information Technology in
Perspective Upper Saddle River Pearson Education Prentice Hall
2005
49
Lu Tonglin ldquoTransnationalism and Glocalisation in Chinese
Language and East Asian Cinemasrdquo China Review Vol 10 No 2
Fall 2010 1-14 (httpcupcuhkeduhkojsindexphpChinaReviewarticleviewFile24543404search= )
Lvovich N The Bilingual Self Inquiry into Language Learning
(PhD dissertation) Ohio Union Institute 1995
Nunan D and Choi Julie Language and Culture Reflective
Narratives and the Emergence of Identity New YorkLondon
Routledge 2010
Web Resources
中国语言文字网 httpwwwchina-languagegovcn
粵語審音配詞字庫
httphumanumartscuhkeduhkLexislexi-can
重編國語辭典修訂本
http1401113446newDictdictindexhtml
異體字字典 http140111140mainhtm
Chinese Character Dictionary汉字字典
httpwwwchinalanguagecomdictionariesccdict
《重訂標點符號手冊》修訂版與試用版內容對照表
httpwwwedutwfilessite_contentM0001haushioupdf
OneLook Dictionary Search httpwwwonelookcom
Online Dictionary for Library and Information Science
httplucomodlisaboutcfm
Google Scholar
httpscholargooglecom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
50
Subject Code SPD4557
Subject Title Integrated Study (Bilingual Studies)
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge
Indicative Area Subject Title
Bilingual Studies SPD3261 Introduction to Bilingual Studies
Translation amp
Interpreting SPD3189 Translation for the Workplace
SPD3262 Interpreting for the Professions
Linguistics SPD3260 Analysis of Modern Chinese
SPD3270 Analysis of English
Bilingual
Communication
SPD3263 Introduction to Bilingual
Communication
DSLR+
English SPD4553 English for Chinese Cultural
Themes
DSLR+
Chinese SPD4554 Chinese and Bilingual Academic
Inquiry +
Discipline-Specific Language Requirement subject
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject offers students an opportunity to integrate and apply
their language skills and knowledge of bilingual studies acquired on
the programme Students are expected to develop their critical
thinking skills by working independently to plan manage produce
and evaluate a detailed piece of work in one semester This subject
will provide studentsrsquo opportunities to evaluate and reflect critically
on their chosen area of study
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a identify a theoretical framework or model or practical problem
for investigation and study
b apply the language theories and knowledge of bilingual studies
acquired in the programme
c evaluate and reflect critically on the chosen topic and its
implications
d present findings recommendations andor results in a clear and
effective manner
51
Subject Synopsis
Indicative Syllabus
Students may choose to adopt different approaches for this
Integrated Study Some suggestions are as follows
1) Literature Review Approach students can discuss and analyse a
theoretical model or framework and conduct a critical review of
the literature in a particular area related to bilingual studies
OR
2) Practical Approach students can synthesise and apply what they
have learnt to manage a project based on an analysis of a
perceived need of a real business non-profit making
organisation
Other approaches are possible subject to the PEG approval
TeachingLearning
Methodology
A detailed project guideline will be provided to help the students
Each student will then be assigned to a supervisor who will provide
guidance throughout this project Specific consultation hours will
be arranged to facilitate students in this project Students are
required to develop and define a topic in consultation with the
supervisor submit a proposal and a progress report and at the end
submit a final report
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme Committee
The project will be assessed on the basis of proposal progress report
(including discussion and consultation with supervisor) and final
report
Assessment of proposal and progress report will focus on the
formative aspect of student performance and is appropriate for
intended outcomes 1 and 2 The final report accounts for 70 of
assessment and assessment is based on all four intended outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 100
1 Proposal 15
2 Progress report
(including discussion and
consultation with
supervisor)
15
3 Final report 70
Total 100
52
Student Study
Effort Expected Lecturer-student contact
Workshops 6 Hrs
Consultationsupervision 25 Hrs
Other student study effort
Self-study 120 Hrs
Total student study effort 1285 Hrs
Reading List and
References
References
Anderson J amp Poole ME (2002) Assignment and thesis writing
(4th
ed) Milton John Wiley amp Sons
Babbie E (2012) The practice of social research (13th
ed)
Cengage Learning
Bryman A (2011) Business research methods Oxford amp New
York Oxford University Press
Creswell J W (2007) Qualitative inquiry and research design
Choosing among five approaches (2nd
ed) Thousand Oaks CA
Sage Publications
Creswell J W (2008) Research design Qualitative
quantitative and mixed methods approaches (3rd
ed) Thousand
Oaks CA Sage Publications
Davis K A (1995) Qualitative theory and methods in applied
linguistics research TESOL Quarterly 29(3) 427-453
Doumlrnyei Z (2007) Research methods in applied linguistics
Oxford Oxford University Press
Doumlrnyei Z (2010) Questionnaires in second language research
Construction administration and processing (2nd
ed) New
York NY Routledge
Harmon C (2000) Using the internet online services and CD-
ROMs for writing research and term papers (2nd
ed) New York
amp London Neal-Schuman
Kumar R (2005) Research Methodology A step-by-step guide
for Beginners (2nd
ed) SAGE Publication
Merrigan G (2004) Communication Research Methods
Belmont CA WadsworthThomson Learning
Polonskey M J (2005) Designing and Managing a Research
53
Project A Business Studentrsquos Guide Thousand Oaks CA SAGE
Ruane J M (2005) Essentials of Research Methods A Guide to
Social Science Research Malden MA Blackwell
Silverman D (2013) Doing qualitative research A practical
handbook London SAGE
Zikmund W (2003) Business research methods (7th
ed) South-
Western of Thomson Learning
Additional papers and books relevant to the studentrsquos specific
project topic will be identified by the student or recommended by the
supervisor
54
Subject Code SPD3225
Subject Title Written English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build studentsrsquo competencies in
professional written English It is designed to enable students to
write in a crisp efficient professional style that gets the required
results by focusing on the readerrsquos needs and minimising any
chances of misunderstanding
Secondary objectives are to expand studentsrsquo range of language and
to improve accuracy tone and cohesion
Modern Professional Style will be analysed practised and mastered
to gain the benefits of precision of expression enhanced
relationships and accountability
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a analyse their readersrsquo needs and select information accordingly
b write concisely and without ambiguity of message
c create a positive impression through improved accuracy and
tone
d accomplish demanding writing tasks within desired timeframes
The above will include attention to and feedback on a range of
studentsrsquo written English skills
range of language
grammatical accuracy
organisation and coherence
toneappropriacy
55
Subject Synopsis
Indicative Syllabus
Part 1 Modern Professional Style for Email
Effective vs ineffective written communication
Being able to apply key principles and techniques of Plain English
Developing an awareness of the needs of the reader Critically
comparing the features of effective and ineffective written texts
Creating a reader-friendly document
Making key information stand out frontloading key information
using vertical lists and using parallel structure
Modern Professional Style
Using key principles and techniques such as conciseness and an
appropriate register (neutral style vs informal style)
Developing an appropriate tone
Creating a sincere professional image through vocabulary
selection grammatical voice and positive tone
Genre specific patterns
Recognising and applying appropriate patterns for a variety of
purposes particularly
Dealing with enquiries
Discussing and agreeing terms
Expressing dissatisfaction
Responding to customer problems
Linguistic range and accuracy
Being better able to select appropriate vocabulary and control
grammatical accuracy Being able to identify and correct common
errors in written texts
Part 2 Modern Professional Style for Reports
Applying the appropriate techniques from Part 1 to short reports
and proposals Being able to effectively select and organise relevant
information in order to write a well organised reader friendly report
or proposal
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the professional written English
Step 2 Students analyse texts and - with guidance - discover key
language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
56
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy tone
conciseness etc
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods tasks
weighting
Intended subject
learning outcomes
to be assessed
a b c d
Continuous Assessment 50
1 Communicating with
colleagues or customers 20
2 Short report or proposal 30
Examination (BULATS
Writing Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate in written English in a business
context The tasks also indirectly address in terms of content For
example the assessed tasks may require students to synthesise
business information from different functional units of an
enterprise discuss how best to deal with an ethical dilemma facing
an enterprise andor use their global outlook to decide the best way
to deal with a business-related communication task
Subject Intended Learning Outcomes (SILOs)
Each of the three assessment tasks allow the SILOs to be assessed
The assessed tasks are however different from each other in that
they elicit from students a range of relevant text types eg
responding to an enquiry expression dissatisfaction asking a
colleague for clarification writing a short marketing report etc
Each task is designed to elicit a representative sample of language
from which studentsrsquo range accuracy organisation coherence
and tone appropriacy can be assessed Task completion will also
be assessed written communication often has a specific objective
and whether or not a text achieves its objective needs to be
considered in awarding grades for communicative ability
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
57
Criteria and descriptors vary slightly between the formative tasks
and the BULATS Writing Test but the core underlying language
skills are very similar
Student Study
Effort Expected
Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Books References
Ashley A (2000) A handbook of commercial correspondence
Oxford Oxford University Press
Brock SL (2003) Better business writing techniques for
improving correspondence (4th
ed) Menlo Park CA Crisp
Learning
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Oxford
Macmillan
Bilbow Grahame T (2004) Business writing for Hong Kong (3rd
ed) Hong Kong Longman
Holt R D Grigor amp N Sampson (2004) Email International
business correspondence for all occasions Hong Kong
Macmillan
McCarthy M et al (2009) Grammar for business Cambridge
University Press
Mascull Bill (2010) Business vocabulary in use Advanced
Cambridge Cambridge University Press
Mascull Bill (2010) Business vocabulary in use Intermediate
Cambridge Cambridge University Press
Pile L (2004) E-mailing Addlestone UK DELTA Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
58
Subject Code SPD3226
Subject Title Spoken English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build a broad awareness of and develop
the spoken English communication skills that are increasingly
needed to achieve successful outcomes in a range of fairly
demanding work-related situations
This is a task-based subject in which students encounter a range of
simulated professional situations focussed on problem solving and
presentations The contexts are designed to provide opportunities to
introduce analyse and practise a range of functional language (eg
the language of negotiating options promising action clarifying
meaning etc) with particular attention to tone and register A
secondary objective is to expand studentsrsquo professional vocabulary
Intended Learning
Outcomes
On successfully completing this subject students will have the
language skills to be able to do the following in a professional and
appropriate manner
a establish a professional relationship in an appropriate manner
b contribute to and if necessary manage a problem-solving
meeting in a professional and appropriate manner
c present themselves their ideas and the products and services of
a company or organisation
d negotiate in a professional and appropriate manner
The above will include attention to and feedback on a range of
studentsrsquo spoken English skills
range of language
grammatical accuracy
pronunciationstressintonation
discourse management
interactive communication skills
59
Subject Synopsis
Indicative Syllabus
Communicating in Groups
Functional language for
contributing to meetings (eg asking for and giving opinions
dealing with interruptions clarifying etc)
managing meetings (eg setting objectives asking for
clarification keeping to the point summarising etc)
problem-solving (eg stating options balancing arguments
changing your approach etc)
decision making (eg making a suggestion expressing doubt
stating future action etc)
Presenting Persuasively
Functional language and communication techniques for
Laying solid foundations the start the finish signposting
Powerful techniques eg repetition rhetorical questions the
rule of three
Being positive and dramatic power words amp convincing
language storytelling and anecdotes
Handling questions paraphrasing questions answering
strategies
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the target language in realistic professional
contexts
Step 2 Students analyse audiovideo recordings and transcripts
and with guidance-discover key language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy pronunciation
etc
60
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
method tasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
50
1 Three- way problem-
solving discussion 25
2 Individual
presentation 25
Examination
(BULATS Speaking Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate more effectively and efficiently in
professional spoken English in a business context
Subject Intended Learning Outcomes (SILOs)
The three assessment tasks allow each of the 4 SILOs to be
assessed at least twice Each task is designed to elicit a
representative sample of language from which studentsrsquo range
accuracy discourse management pronunciation stress
intonation and interactive abilities can be assessed
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
Criteria and descriptors vary slightly from one assessed task to
another depending on the exact skill-set to be assessed but the core
underlying language skills are very similar
Student Study
Effort Expected Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
As this is a language skills subject it does not require extensive
academic reading but rather extensive exposure analysis and
practice Students may find the following sources useful
Recommended Books References
Allison J amp P Emmerson (2007) The business intermediate
studentrsquos book with DVD ROM Oxford Macmillan
Centre for Professional and Business English (2002) Business
61
English kit for HK executives common errors business writing
amp social English Hong Kong Economic Times
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Macmillan
Oxford UK
Mascull Bill (2002) Business vocabulary in use intermediate
Cambridge Cambridge University Press
Mascull Bill (2004) Business vocabulary in use Advanced
Cambridge Cambridge University Press
McCarthy M et al (2009) Grammar for business Cambridge
Cambridge University Press
Murphy R (2012) English grammar in use with answers A self-
study reference amp practice book for intermediate students of
English (4th
ed) Cambridge Cambridge University Press
Online Resources
General
BBC Learning English
wwwbbccoukworldservicelearningenglishgeneral
Presentations
Presentation Magazine wwwpresentationmagazinecom
PolyU ELC
httpelcpolyueduhkcillpresentationsordering_questionhtm
Podcasts
Business English Pod wwwbusinessenglishpodcom
English Pod wwwenglishpodcom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
62
Subject Code SPD4337
Subject Title English and Chinese in Contrast
Credit Value 3
Level 4
Medium of
Instruction
English (Chinese is used only when a Chinese term is referred to)
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Linguistic Knowledge in English and Chinese would be helpful for
deeper understanding of this course
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This is a comprehensive linguistic course highlighting the
differences between English and Chinese through a linguistic
study of both It aims to develop studentsrsquo awareness of the
contrastive linguistic differences and similarities in Chinese and
English With daily examples students should be able to identify and
analyse critically the structures and functions of these languages and
apply the subject knowledge to solve linguistic problems encountered
in professional and workplace discourses and in daily communication
situations This subject will also encourage studentsrsquo examination of
the intercultural linguistic difference between the east and the west as
well as the intra-cultural differences within the Greater China region
essential to translation and other integrated use of English and
Chinese for professional communication
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a recognise the significance of contrastive analysis in professional
communication
b develop an understanding of the linguistic differences and
similarities between Chinese and English
c identify and analyse critically the structures and functions of these
languages
d apply the subject knowledge to the explanation of linguistic
phenomena encountered in professional discourses and in day-to-
day communication situations
e examine the intercultural difference between the east and the west
as well as the intra-cultural differences within the Greater China
region linguistically essential to translation and other integrated
use of English and Chinese for professional communication
63
Subject Synopsis
Indicative
Syllabus
Overview of Contrastive Analysis
Introduction to contrastive analysis in linguistics function and
importance of contrastive analysis in linguistics evolution of and
philosophies behind the Chinese and English languages
Linguistic Differences and Similarities between Chinese and
English
Fundamental Linguistic characteristics of English and Chinese
contrastive study of English and Chinese phonetics and phonology
word formation morphology grammar syntax semantics
Cross-cultural Translation and Communication
Translation skills (order form structure) language of respect and
humanity face politeness conventional cognition of English and
Chinese
Teaching
Learning
Methodology
Lectures will introduce and explain the principles and various
approaches to contrastive language studies with specific reference to
examples drawn from the greater China region and the English-
speaking countries wherever appropriate and invite sharing of
observations through group discussion
Tutorials provide students the opportunity to deepen their
understanding of the concepts taught in lectures and to understand the
linguistic differences and similarities between Chinese and English as
well as cultural differences in Chinese and English through tutorial
exercises student presentations and group discussions
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d e
Continuous Assessment 60
1 Group project with
individual components 35
2 Mid-term test 15
3 Participation and in
class work 10
Examination 40
Total 100
64
Student Study
Effort Expected Class contact
Lecture 26 Hrs
Tutorial 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
Yule G (2010) The study of language (4th
ed) UK Cambridge
University Press
潘文國 (2013) 漢英語言對比概論 北京 商務印書館
References
Chen D (2011) Contrastive linguistics between Chinese and
English Beijing Foreign Language Teaching and Research Press
Hatim B (1997) Communication across cultures Translation theory
and contrastive text linguistics Exeter Exeter University Press
Nida E A (1993) Language culture and translating Shanghai
Shanghai Foreign Language Education
Snell-Hornby M (2001) Translation studies An integrated
approach Amsterdam John Benjamins
何善芬 (2002) 英漢語言對比研究 上海 上海外語敎育出版社
卉君 (1993) 漢語基本知識 香港 商務印書館
黃伯榮 amp 廖序東 (2011) 現代漢語 北京 高等教育出版社
金惠康 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
李德津 amp 程美珍 (2008) 外國人使用漢語語法 (修訂本) 北京
北京語言大學出版社
蕭立明 (2010) 英漢比較硏究與翻譯 上海 上海外語敎育出版
社
陳定安 (1997) 英漢比較與翻譯 香港 商務印書館
王武興 (2003) 英漢語言對比與翻譯 北京 北京大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
65
Subject Code SPD4346
Subject Title Translation for the Media
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Basic knowledge in SPD3189 Translation for the Workplace or
equivalent
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject introduces to the students the features and practices of
the media industry in Hong Kong and important concepts and
techniques in the translation of media documents including news
reports magazine articles web pages etc It provides sufficient
practice to help students acquire hands-on experience and essential
skills to develop expertise in media translation
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the features and practices of the media industry in Hong
Kong
b analyse different formats and styles of English and Chinese
media texts and
c form and apply appropriate approaches and strategies for
translation tasks of different media texts
Subject Synopsis
Indicative Syllabus
Features and Practices of Media Industry in Hong Kong
Todayrsquos media Functions of the mass media Fundamental
considerations of media translation Tasks of a media translator
Characteristics of Media Language
Nature of media language Semantic level Syntactic level Rhetoric
level Features of English and Chinese media writings
Translation Skills Approaches and Strategies for Media
Documents
Transliteration literal translation liberal translation and combined
translation Addition omission repetition reversion and
rearrangement of words and expressions Balance of accuracy
fluency and expressiveness Adapting editing and re-writing texts
Translation for Printed Media
Translation strategies and approaches for different types of printed
media writings including news reports magazine articles editorials
etc
66
Translation for Electronic Media
Translation strategies and approaches for different types of
electronic media writings including TV and radio broadcast
internet etc
TeachingLearning
Methodology
Lectures focus on the introduction and explanation of translation
theories and concepts with specific reference to different media
documents wherever appropriate Group discussions are arranged
regularly Tutorials provide students with the opportunity to deepen
their understanding of the concepts taught in lectures and to apply
the theories in practice The activities in tutorials normally include
discussion practice and presentation related to both the source text
and the target text of media documents
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments (eg
test reflective journal case
study)
20
3 Group assignments (eg
project report research
paper)
10
4 Class participation 10
Examination 40
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
67
Reading List and
References
Recommended Textbook
There is no prescribed textbook This is a dynamic course which
mainly involves current media documents in Hong Kong Lecture
summary and supplementary notes may be distributed from time to
time
References
Ho W K (2001) Media translating In An Encyclopedia of
Translation Chinese-English eds Chan Sin-wai amp David E
Pollard (pp 651 ndash 657) Hong Kong The Chinese University Press
Itule BD amp Anderson DA (2007) News writing and reporting
for todayrsquos media (7th
ed) New York McGraw Hill
McLoughlin L (2000) The language of magazines London
Routledge
Reah D (2002) The language of newspapers (2nd
ed) London
Routledge
朱伊革 (2007) 英語新聞的語言特點與翻譯 上海 上海交通大
學出版社
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版
金惠香 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
康照祥 (2005) 媒體識讀 臺北 揚智文化
端木義萬 (2000) 傳媒英語研究 北京 中國社會科學出版社
廖柏森 (2007) 新聞英文 閱讀與翻譯技巧 臺北 眾文圖書公
司
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
賴蘭香 (2012) 傳媒中文寫作 香港 中華書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
68
Subject Code SPD4468
Subject Title Writing for Marketing and Public Relations Purposes in English
Credit Value 3
Level 4
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Marketing Management and Public Relations
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject stresses the importance for marketing and PR
professionals to communicate effectively to their target audiences
It equips students with the essential conceptual and analytical skills to
enable them to write a range of effective marketing and PR materials in
English which observe common textual conventions used by
professional marketing and PR writers
The primary focus is on creating effective advertisingpromotional
copy and effective media releases as these are the most common ways
of reaching a target audience Students will also become acquainted
with other text types including backgrounders brochures and broadcast
scripts
Recent technological changes are covered to give students an
understanding of how technology has impacted written communication
skills in the marketing and PR industries
Intended
Learning
Outcomes
Upon successful completion of this subject students will be able to
a identify the intended public and the nature of various media in
planning and writing marketing and PR text
b apply marketing and public relations writing skills to produce
effective promotionaladvertising copy and press releases that reach
their target audience with the desired effect
c recognise and understand legal and ethical problems associated
with marketing and public relations writing and adjust writing style
to avoid these and
d proofread a range of marketing and public relations texts to
improve accuracy by identifying a range of common grammatical
errors
69
Subject
Synopsis
Indicative
Syllabus
The subject develops studentsrsquo awareness of how a range of effective
marketing and PR texts are constructed and helps them develop their
own professional writing skills to produce texts with similar features
It uses genre analysis to analyse the lsquomovesrsquo used by effective
marketing and PR writers in a range of markets and media and
provides many opportunities for students to produce and critically
evaluate their own texts
PART 1 Before you Start Writinghellip
a) Setting communication objectives
Adopting a problem-solution mindset
Defining your target audience
Defining what you want your writing to achieve
b) Considering legal and ethical issues
Defamation
Privacy
Inclusiveness
Gender-neutral writing
lsquoGreenwashrsquo
PART 2 Writing Copy that Sells
a) Key lsquomovesrsquo of successful promotionaladvertising texts
Getting the readerrsquos attention and holding it
Writing from the readerrsquos point of view
Putting human benefits before features
Identifying your USP
Establishing your credibility
Showing that the value exceeds the price
Telling the reader what to do next
Giving the reader a reason to act now
Creating a compelling headlinetagline
b) Critical evaluation of a range of authentic promotionaladvertising
texts in different media
c) Analysis of common linguistic errors in promotionaladvertising
texts written by Chinese L1 writers
PART 3 Writing Successful Media Releases
a) Key lsquomovesrsquo of successful media releases
Identifying a strong news angle
Getting the story into the lead paragraph
Adding high-impact quotes
Creating a compelling headline
Maintaining an objective and neutral tone
b) Critical evaluation of a range of authentic media releases
c) Analysis of common linguistic errors in media releases written by
Chinese L1 writers
70
Teaching
Learning
Methodology
The approach to teaching and learning will incorporate
a) guided discovery
b) skills development in focused tasks and
c) opportunities for students to demonstrate individually their
improved competence
Class time will focus on a discovery-based approach in which students
through guided analysis of model texts will critically evaluate a range
of successful (and occasional unsuccessful) marketing and public
relations copy to identify key features
Students will go on to develop their ability to incorporate these
features into their own writing apply their understanding by
synthesising a range of writing techniques and skills to produce
effective texts of their own in group and individual writing activities
There will be a balance between group work and individual
participation Group work will prepare students to work effectively
with other team members Individual writing tasks and other tasks will
develop a sense of personal responsibility for the quality of their own
communication
Students are expected to read widely on the subject The lecturer will
direct students to one or more specific articles that consolidate and
expand the skill(s) that have been covered that week Alternatively
students may be expected to read some of the theoretical material
before class and come to class already informed of key principles
There is no distinction between lectures and tutorials for this subject
71
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Final Examination 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to approval of the School Programme Committee
Student Study
Effort Expected
Class contact
Lessons 39 Hrs
Self-study and class preparation 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbook
The material is based on the work that the Centre for Professional and
Business English (CPBE) of PolyU carries out with organisations and
working adults in Hong Kong Students will receive the core course
material in two in CPBE-written modules
Part A Writing Copy that Sells
Part B Writing PR Copy
72
References
Aronson M Spetner D amp Ames C (2007) The Public Relations
Writers Handbook The Digital Age 2nd Edition San Francisco
JosseyBass
Bivins T H (2013) Public Relations Writing The Essentials of Style
and Format 8th
Edition McGraw-Hill
Bly RW (nd) The Fundamentals of Persuasive Writing Retrieved 15
December 2015 from wwwblycomPagesdocumentsTFOPWhtml
Farrall C and Lindsley M (2008) Professional English in Use
Marketing Cambridge Cambridge University Press
Harrington J (2015) RIP press releases hello integration and
goodbye PR Welcome to the future of our industry Retrieved 15
December 2015 from wwwprweekcomarticle1366952rip-press-
releases-hello-integration-goodbye-pr-welcome-future-industry
Hayden CJ (2009) Increase Your Signal-to-Noise Ratio Retrieved 15
December 2015 from wwwgetclientsnowcomsignal-to-noise-
ratiohtm
Makepeace C (2009) How to Create a Killer Ad Retrieved 15
December 2015 from
wwwmakepeacetotalpackagecomarchiveshow-to-create-a-killer-ad
Rich C (2012) Writing and Reporting News 7th ed Belmont
California Wadsworth
Ross K (2015) How to Write a Press Release in One Easy Lesson
Retrieved 15 December 2015 from wwwkayrosscompress-
releasehtml
Ross K (2015) Why Should I Visit Your Website - And Why Should I
Stick Around Retrieved 15 December 2015 from
wwwkayrosscomwhy-websitehtml
Schermerhorn M (2005) Writing Great Website Sales Copy
Retrieved 15 December 2015 from httpezinearticlescomWriting-
Great-Website-Sales-Copyampid=36763
Scott DM (2013) The New Rules of Marketing amp PR How to Use
Social Media Online Video Mobile Applications Blogs News
Releases and Viral Marketing to Reach Buyers Directly Hoboken NJ
John Wiley amp Sons
Smith R D (2008) Becoming a Public Relations Writer A Writing
Process Workbook for the Profession 3rd ed Routledge
73
Swain JW amp Swain KD (2014) Effective Writing in the Public
Sector Armonk USA Routledge
Whitaker W R Ramsey J E and Smith R D (2012) Media writing
print broadcast and public relations 4th ed New York Routledge
Wilcox D L (2012) Public Relations Writing and Media
Techniques 7th ed Pearson
Yopp J J and McAdams K (2014) Reaching Audiences a Guide to
Media Writing 6th ed Boston Allyn amp Bacon
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
74
Subject Code SPD4556
Subject Title Languages in Contemporary Societies
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to help the students to understand the
social nature of language to be keenly aware of the product and process
of languages in contact and cross-language influence in the accelerated
globalising society and to be able to apply the sociolinguistic knowledge
learned in class to analyse and evaluate language use in various social
and cultural contexts
Intended
Learning
Outcomes
Students are expected to be able to
a Articulate the social nature of language and the role of language in
both reflecting and constructing a speakers social identity
b Acquire acute awareness and understanding of the dynamics of
language variation and change in multilingual and multicultural
societies
c Appraise critically language-related issues and exercise critical
judgment in evaluating language use in various social and cultural
contexts
d Apply sociolinguistic knowledge to describe and explain the
phenomena of human interaction the students encounter
e enhance critical thinking in the course of study a theoretical subject
socio-linguistics
f enhance biliteracy and trilingualism by virtue of a deeper
understanding of language use in cosmopolitan multi-lingual cities
like Hong Kong
Subject
Synopsis
Indicative
Syllabus
1 Language and social identity
2 Bilingualism and diglossia
3 Societal multilingualism
4 Code-mixing and code-switching
5 Linguistic variation and change
6 Language culture and thought
7 Register genre and style
8 Language and internet development
9 New Media Literacy
75
Teaching
Learning
Methodology
Theory and practice will be fully integrated throughout the subject In
addition to the provision of key concepts of the subject and guidance on
applications highly interactive seminars are designed to encourage
active participation from the students in classroom discussion
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation 20
2 Quiz 20
3 Term paper 40
4 Class participation 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed by presentation quiz and term paper While
the quiz assesses the studentsrsquo grip of the subject matter of a general
nature the presentation and term paper will involve applying the
conceptual resources learned in the subject to describe critically
evaluate and explain some samples of language use in society Besides
the participation tutorial encourages the students to participate actively
in discussion and critically responds to the teacher and fellow classmates
in academic debates
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Supervised studies group work 35 Hrs
Library search fieldwork own research 35 Hrs
Total student study effort 109 Hrs
76
Reading List and
References Aitchison Jean and Diana M Lewis (ed) 2003 New Media
Language London Routledge
Auer Peter (ed) 2007 Style and Social Identities Alternative
Approaches to Linguistic Heterogeneity New York Mouton de
Gruyter
Bonvillain Nancy (2014) Language culture and communication
the meaning of messages [The Seventh Edition] Upper Saddle
River NJ Pearson
Claika Elaine 1994 Language The Social Mirror (3rd Ed) Heinle
amp Heinle
Deborah Tannen and Anna Marie Trester (ed) 2013 Discourse 20
language and new media Washington DC Georgetown University
Press
Eckert Penelope amp Sally McConnell-Ginet 2013 Language and
Gender [The Second Edition] Cambridge University Press
Fasold Ralph 1996 The Sociolinguistics of Language Oxford
Basil Blackwell
Holmes Janet 2013 An Introduction to Sociolinguistics [The
Fourth Edition] Longman
Wardhaugh Ronald (2015) An Introduction to Sociolinguistics
[The Seventh Edition] Chichester John Wiley amp Sons Inc
Stockwell Peter 2007 Sociolinguistics A Resource Book for
Students Routledge
教育部語言文字信息管理司組編《中國語言生活狀況報告》
2005 2006 2007 2008 2009 2011 北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
77
Subject Code SPD4558
Subject Title Applied Translation Studies
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to produce students who understand the factors
involved in communication across two languages who have an
awareness of the different levels of meaning in a text who can use this
awareness to evaluate both source texts and their translations who
have an awareness of basic issues concerning translation as a
profession It will also assist students to examine texts and analyse the
linguistic and sociolinguistic issues underlying communication across
cultures
Intended
Learning
Outcomes
Students are expected to be able to
a understand linguistic and cultural issues in translation
b analyse texts from the point of view of a translator
c identify translation problems in relation to syntax lexis function
and cultural issues to classify them and to find solutions
d translate texts of various types using appropriate strategies and
procedures
e become thinking translators
f students are expected to develop the ability of critical thinking and
cultural appreciation
Subject
Synopsis
Indicative
Syllabus
1 introduction- what translation studies does
2 science of translationmdashlinguistic approach to translation
3 dynamic equivalence
4 type reader translator strategy (functionalist approach)
5 text analysis in translation
6 translation procedures
7 translation of metaphor
8 translation of terminology
9 cultural issues in translation
10 multilingualism in a monolingual text
11 translation in the context of bilingualism and biculturalism
78
Teaching
Learning
Methodology
This subject will be conducted in lectures and seminars Assignments
will be designed to provide tasks which encourage and develop critical
analysis and evaluation as well as encourage and develop the
discussion of their own work and existing translations
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 One paper 80
2 Class
participation
amp paper-conducting
20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed in the form of essays describing
translation problems encountered by the students using theories learned
in class and readings and analyse existing translations
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Peter Newmark A Textbook of Translation (New York Prentice Hall
1988) Eugene A Nida ldquoDynamic Equivalence in Translationrdquo in An
Encyclopaedia of Translation (Hong Kong Chinese University Press
1995) pp223-230
Jin Di ldquoEquivalent Effect in Translationrdquo in An Encyclopaedia of
Translation (Hong Kong Chinese University Press 1995) pp231-234
Roman Jakobson ldquoOn Linguistic Aspects of Translationrdquo Theories of
Translation eds Rainer Schulte and John Biguenet (Chicago and
London University of Chicago Press 1993) pp 144-151
Marilyne Rose ldquoTranslation Types and Conventionsrdquo Translation
Spectrum ed Marilyne Rose (Albany State University of New York
Press 1981) pp31-40
Katharina Reiss ldquoText Types Translation Types and Translation
79
Assessmentrdquo Readings in Translation Theory ed Andrew Chesterman
(Helsinki Oy Finn Lectura Ab 1989) pp106-115
Juliane House ldquoTranslation Quality Assessmentrdquo Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 157-161
Christiane Nord Translation as a Purposeful Activity St Jerome
(1997)
Marrlyne Rose ldquoTime and Space in the Translation Process in
Translation Spectrum pp 1-7
Vinay amp Darkelnet ldquoTranslation Proceduresrdquo in Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 61-69
Jin Di amp Eugene Nida On Translation 中國對外翻譯出版公司
1984
JC Catford A Linguistic Theory of Translation Oxford Univ Press
1965
孫述宇金聖華《英譯中》香港中文大學校外進修部
1975
張培基等《英漢翻譯教程》上海瓦與教育出版社2007
譚載喜《新編奈達論翻譯》北京對外翻譯出版公司1999
劉靖之ldquo重神似不重形似rdquo《翻譯論集》(香港三聯書店
1989) pp1-15
羅新璋 ldquo我國自成體系的翻譯理論rdquo《翻譯論集》(香港商務
印書館1989) pp1-19
林語堂 ldquo論翻譯rdquo 《翻譯論集》(香港三聯書店1989)
pp32-47
趙元任ldquo論翻譯中信達雅的信的幅度rdquo《翻譯論集》(香
港三聯書店 1989)pp48-63
陳西瀅 ldquo論翻譯 rdquo《翻譯論集》(北京商務出版社
1989)pp 400-408
曾虛白ldquo翻譯中的神韻與達rdquo《翻譯論集》(北京商務出版
社 1989)pp 409-416
80
傅雷ldquo翻譯與臨畫 mdash《高老頭》重譯本序rdquo 《翻譯論集》(香
港三聯書店1989) pp 68-69
傅雷關於翻譯的通信《翻譯論集》(香港三聯書店1989)
pp 70-78
錢鍾書ldquo林紓的翻譯rdquo《翻譯論集》(香港三聯書店1989)
pp 302-332
黃宣範ldquo翻譯的語言基礎rdquo《翻譯與語意之間》(台北聯經出
版事業公司1993)pp217-242
《翻譯季刊》香港翻譯學會
《中國翻譯》中國翻譯者協會
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
81
Subject Code SPD4559
Subject Title Bilingual Communication Workshop
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The aim of this subject is to achieve better co-ordination and
integration for the learning of Chinese (including Putonghua) and
English among the students and to better prepare students for
professional environments where the two written codes and three
spoken languages will be either simultaneously interchangeably or
integratively used It is believed that such environments are the
norm in both the private and public sectors of Hong Kong and that
graduates from this programme will be expected to assume as
executives the role of linguistic brokers or intermediaries in these
environments
This subject focuses on enhancing studentsrsquo biliterate and trilingual
skills as well as integrated bilingual communication via a lsquolearning
by doingrsquo approach whereas SPD3263 focuses on developing
studentsrsquo grip on the conceptual resources related to bilingual
communicative norms and the conduct and content of bilingual
communication especially its integrated form
Intended Learning
Outcomes
Students are expected to be
a knowledgeable of the types and features of bilingual
communication in both the private and public sectors
b skilled in parallel drafting of documents in both Chinese and
English and in integrated forms of bilingual communication
c able to conduct a range of acts of verbal and non-verbal
communication such as speech opening amp closing
complimenting amp toasting informational probing amp querying
criticising amp self-defending in a professional manner in cross-
cultural and professional contexts
d bilingual norms of language-mediated communication
e communicative norms of inter-cultural communication
f rhetorical tasks involving queries critique ampor lobbying
82
Subject
Synopsis
Indicative
Syllabus
1 making amp defending a case in both Cantonese Putonghua amp
English
2 conducting parallel case documentation in both Chinese and
English
3 making queries in Cantonese Putonghua and English
4 conducting integrated bilingual communication
Teaching
Learning
Methodology
This subject will be conducted in a highly interactive workshop mode
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks~
weighting
Intended subject learning outcomes to
be assessed
a b c d e f
Continuous
Assessment
100
1 Three oral
exercises 55
2 Two written
exercises 35
3 Feedback
given as a
consultant^
10
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
As an advocate (25) as a fact-finder (10) as a critic (20)
^ Consultant is a role-play position in the simulated class exercises The role
of the consultant in class exercises is to offer helpful suggestions to other
players for improvement This part of assessment is a minor class work
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Guided Supervision 13 Hrs
Other student study effort
Preparation amp Practices 35 Hrs
Writing Exercises 35 Hrs
Total student study effort 109 Hrs
83
Reading List and
References References
Argenti P (2007) Corporate communication (4th
ed) New York
NY McGraw-HillIrwin
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
Chaney LH amp Martin JS (2014) Intercultural business
communication (6th ed) Upper Saddle River NJ PearsonPrentice
Hall
John Sinclair (Eds) (2011) Collins Cobuild English dictionary for
advanced learners Bishopbriggs Glasgow HarperCollins
Mascull B (2010) Business vocabulary in use Advanced (2nd
ed)
Cambridge Cambridge University Press
Mascull B (2010) Business vocabulary in use Intermediate (2nd
ed) Cambridge Cambridge University Press
中國社科院語言研究所詞典編輯室 (2016) 現代漢語詞典 香港
商務印書館
中國社會科學院語言研究所 (2011) 新華字典(第 11 版) 北京
商務印書館
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
香港理工大學中文及雙語學系 (2010) 理大實用中文寫作手冊
香港 香港理工大學中國語文教學中心
陸谷孫(2008)英漢大詞典 上海上海譯文出版社
經濟日報出版社 (2002) 中國商務應用文書手冊 香港 經濟日
報出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
84
Subject Code SPD4563
Subject Title Chinese Media in the Bilingual Context
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject presents and explores issues of bilingualism and
multiculturalism in Chinese media practice in the accelerated globalising
and pluralistic societies of today utilising conceptual resources from
bilingualism and discourse analysis The students are encouraged to
reflect and generalise the use of language and languages in media
discursive practice and to apply and extend their creative and critical
thinking capacity as well as their bilingual knowledge and skills through
analysing and practicing different media genres in Hong Kong and the
related Cultural China regions
Intended
Learning
Outcomes
Students are expected to be able to
a acquire a good understanding of the sociocultural and
sociolinguistic characteristics of Chinese media in Hong Kong and
its related Cultural China regions
b appraise critically language-related issues of media communication
in the accelerated globalising and digitalising world
c develop further bilingual knowledge and skills with an appropriate
usemix of signs styles and symbols for Chinese media production
in a pluralistic society
d develop critical and creative thinking via analysing and producing
different media products in Hong Kong and the related Cultural
China region
e develop integrated biliteracy and trilingualism with heightened
awareness and appreciation of the multilingual and multicultural
mix in Hong Kong and the related Cultural China regions
Subject
Synopsis
Indicative
Syllabus
1 Globalisation localisation and the development of Chinese media
2 Orality and literacy in Chinese media
3 New words and formation in Chinese media
4 Codemixing and codeswitching in Chinese media
5 Intertextuality and hybridity in Chinese media
6 Stylistic variations and changes in Chinese media
7 Signs and Symbols in Chinese media
8 Ideology and image transformation in Chinese media
85
Teaching
Learning
Methodology
The subject will be divided into lectures and seminars Lectures will
cover the major themes in the broadest form while seminars will
concentrate on the special topics andor case studies A combination of
various exercises including presentation class discussion and media
work production will be utilised to maximise the learning outcomes for
the students Tutorial sessions will be arranged to assist students to
complete their assignments satisfactorily
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e
Continuous
Assessment
100
1 Presentation 20
2 Class
participation 15
3 Media
production 45
4 Quiz 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Seminars 13 Hrs
Other student study effort
Readings amp Discussion 30 Hrs
Writing amp problem-solving tasks 50 Hrs
Total student study effort 119 Hrs
86
Reading List
and References
Baran Stanley J 2007 Introduction to Mass Communication Media
Literacy and Culture (Updated 4th ed) New York McGraw-Hill
Chan K J W Walls and D Hayward 2007 (ed) East-West
Identities Globalisation Localisation and Hybridisation Boston
Brill
Craig T J and R King 2002 Global Goes Local Popular Culture in
Asia Hong Kong Hong Kong University Press
Li David CS 1996 Issues of Bilingualism and Biculturalism A Hong
Kong Case Study New York Peter Lang
Lee CC JM Chan Z Pan and CY K So 2002 Global Media
Spectacle News War over Hong Kong New York State University of
New York Press
Machin D amp T V Leeuwen 2007 Global Media Discourse A
Critical Introduction New York Routledge
Meinhof U amp J Smith 2000 Intertextuality and the Media From
Genre to Everyday Life New York Manchester University Press
Wu D D (ed) 2008 Discourses of Cultural China in the Globalising
Age Hong Kong Hong Kong University Press
Lee Francis L F (2014) Talk radio the mainstream press and public
opinion in Hong Kong Hong Kong Hong Kong University Press
王建華主編 2006《資訊時代報刊語言跟蹤研究》杭州浙
江大學出版社
吳東英 許謙文 2000 方言變異還是語體變異 內地與香港娛
樂新聞的語篇差異分析《中國語文》第一期35-41頁
吳東英秦秀白吳柏基2004香港報刊語言口語化的表現形
式和功能《當代語言學》 第3期248-256頁
俞旭郭中實黃煜主編(1999)《新聞傳播與社會變遷》香
港中華書局
鄭慶君 2007《手機短信中的語言學》長沙湖南大學出版
社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
87
Subject Code SPD4564
Subject Title Classical Chinese for Today
Credit Value 3
Level 4
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help our student to break the language barrier that
prevents them to access the civilisation of Ancient China recorded in the
textual forms It enables students to acquire reading ability in Classical
Chinese by adopting the principled systematic approach devised by Wang
Li and his team at Peking University to the acquisition of Classical
Chinese on the part of undergraduate students The essence of this
approach is the division of teaching materials into three parts namely (1)
texts (2) basic vocabulary (3) grammatical patterns and relevant
knowledge with a strong sense of striking a balance between maximising
the utility of each of these three parts and integrating the three as far as
practicable
Intended
Learning
Outcomes
Students are expected to be able to
a acquire sufficient vocabulary to understand Classical Chinese
b acquire the basic grammatical features that are commonly found in
Classical Chinese
c make use of dictionaries and reference works that are instrumental
in studying Classical Chinese source material
d generalise and apply the knowledge acquired to comprehend newly-
encountered texts
e translate Classical Chinese into modern Chinese
f appreciate the historical developments of Chinese language
g relate the classical texts to the cultural historical philosophical and
social evolutions in China
h develop critical and logical thinking through learning Classical
Chinese in a systematic manner
i acquire life-long learning skills through the application of
dictionaries and reference works in the study
j enhance the appreciation of traditional Chinese civilisation
including culture history and philosophy
k identify the influences of traditional Chinese civilisation on the
contemporary world
l have a better sense of historic-national identity and responsibility
88
Subject
Synopsis
Indicative
Syllabus
A Selected Texts
1 Pose Zuozhuan (左傳) Mencius (孟子) Lunyu (論語)
Zhuangzi (莊子) Xunzi (荀子) Han Fei Zi (韓非子)
Zhanguoce (戰國策) Sun Zi (孫子兵法) Shiji (史記)
Hanshu (漢書)
2 Poem Shijing (詩經)Chuci (楚辭)Tangshi (唐詩)
Songci (宋詞)
B Vocabulary
1 The basic meanings and the extended meanings of the
lexical items found in the selected text
2 The synonyms and related words of the lexical items
3 The semantic change of the lexical items in the history of
Chinese language
C Grammatical features
1 Sentence types and their markers
2 Passive versus active sentences
3 Lexical categories Pronouns Connectives prepositions
adverbs and particles
4 The functional shift of lexical categories in Classical
Chinese
5 Word Order in Classical Chinese
D Relevant Knowledge
1 Major dictionaries and reference works in studying
Classical Chinese
2 The metrical patterns in poems and verses
3 The family names and personal names in Ancient China
4 The official titles Ancient China governments
5 The rituals and festivals of Ancient China
6 The astronomical calendar adopted in Ancient China
Teaching
Learning
Methodology
In addition to lectures provided by the subject teacher students will be
required to apply the taught skills to solve problems in understanding
Classical Chinese on their own Critical discussion on the different
commentaries and annotations of the selected texts will be held
Presentations on the socio-cultural aspects of Ancient China will also be
required
89
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes to be assessed
a b c d e f g h i j k l
Continuous
Assessment
50
Examination 50
Total 100
Continuous assessment items andor weighting may be adjusted by the subject
lecturer subject to the approval of the School Programme Committee
The subject will be assessed by assignments and examination The take-
home assignments assess the respective knowledge and skills for the subject
while the final examination assesses studentsrsquo vocabulary size
comprehension ability and translation skills of Classical Chinese
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self studies 60 Hrs
Course work (total 3) 9 Hrs
Total student study effort 108 Hrs
Reading
List and
References
王力主編2006《古代漢語》(校訂重排本)一至四冊北京中華
書局
張世祿2004《古代漢語教程》(修訂版)上下冊上海復旦大學
出版社
王力1984《談談學習古代漢語》濟南山東教育出版社
王力編2000《王力古漢語字典》北京中華書局
王政白1992《古漢語同義詞辨析》合肥黃山書社
楊伯峻何樂士2001《古漢語語法及其發展》(修訂本)北京
語文出版社
村夫向東1985《古漢語語法手冊》太原山西人民出版社
周振甫2004《怎樣學習古文》北京中華書局
張中行2007《文言津逮》北京中華書局
The Reading List and References are indicative Relevant reading materials
will be suggested and assigned from time-to-time when they are deemed
90
appropriate
91
Subject Code SPD4565
Subject Title Communications in Greater China
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
Greater China is a political plurality and is multicultural with policies
and practices of communications varying from polity to polity This
subject will provide students with a survey and understanding of the
social and media characteristics and the communicative norms that are
essential for interpreting evaluating and designing corporate
communication materials related to media relations in the region
Conceptual resources from global communication and cross-cultural
competence will be utilised with the hope to further develop the
studentsrsquo multilingual sensitivity and their multicultural competence
which should help them better adapt to their future professional life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a articulate the social systems and the characteristics of persuasive
communication in the Greater China region
b articulate the media systems and characteristics that are relevant
to media relations management in the region
c evaluate the appropriateness and effectiveness of the language for
persuasion in the region based on their acquired knowledge of the
communicative norms and variations within the region
d plan design and produce integrated materials for public
communication campaigns and managing publicity for the
corporation
e broaden outlooks with enhanced knowledge and understanding of
the linkages and differences in the Greater China region
f enhance biliteracy and trilingualism with heightened awareness
and performance in using different Chinese varieties and styles in
relation to the context of the region
Subject
Synopsis
Indicative
Syllabus
1 The emergence of the concept Greater China and its constituents
2 Governmental policies and practice of communications in Greater
China
3 Public opinions and corporate image management in Greater
China
4 External corporate communications in Greater China
interpersonal dimension
5 External corporate communications in Greater China media
systems and practice
92
Teaching
Learning
Methodology
In addition to attending lectures and tutorials students are provided with
tasks that require survey evaluation and comparison as well as practice
of various forms of corporate communication and of managing
interpersonal and media relations for the corporation in the region
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation
oral quiz 20
2 Problem set 40
3 Quiz 20
4 Participation
tutorial 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The presentation oral quiz allows the students to demonstrate their
understanding of lecture content and provides them with an opportunity
to deal with a special topic within the subject in depth The problem set
will involve applying the conceptual resources learned from the subject
to 1) critically evaluate and justify the suitability of persuasive
communication(s) in Greater China 2) critique the existing approaches
and construct an alternative model for persuasive communication in the
region andor 3) plan and design materials for effective public
communication campaigns in the region While the quiz assesses the
studentsrsquo grip of the subject matter of a general nature the students are
also encouraged to participate actively in class by discussing with their
fellow classmates in the QampA session after the presentation oral quiz
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and Discussion 35 Hrs
Writing and Problem-solving Tasks 35 Hrs
Total student study effort 109 Hrs
93
Reading List
and
References
Lu Xing Wenshan Jia and D Ray Heisey (ed) 2002 Chinese
Communication Studies Contexts and Comparisons Westport CT Ablex
Publishing
Miller Dan P amp Robert L Heath 2004 Responding to Crisis A Rhetorical
Approach to Crisis Communication Mahwah NJ Lawrence Erlbaum
Associates Publishers
Magala Slawomir (ed) 2005 Cross-cultural Competence London
Routledge
McPhail Tomas L 2006 Global Communication Theories Stakeholders
and Trends Malden MA Blackwell Publishing
Rawnsley Gary D and Ming-Yeh T Rawnsley (ed) 2003 Political
Communications in Greater China New York RoutledgeCurzon
Stiff James B and Paul A Mongeau 2003 Persuasive Communication
New York The Guiford Press
Wu Doreen D (ed) (2008) Discourses of Cultural China in the
Globalising Age Hong Kong Hong Kong University Press
Yu Bin (ed) 1996 Dynamics and Dilemma Mainland Taiwan and Hong
Kong in a Changing World New York Nova Science Publishers
陳國明主編 2004《中華傳播理論與原則》五南圖書出版股份有限
公司
胡泳ldquo在互聯網上營造公共領域rdquo《現代傳播》2010 年第 1 期
单业才编著 2007 《企业危机管理与媒体应对》北京 清華大學出
版社
林景新著 2009《网络危机管理》廣州暨南大學出版社
劉建明 2006 《新聞發布概論》北京 清華大學出版社
張海洋 2006《中國的多元文化與中國人的認同》民族出版社
翟學偉 1994 《面子 人情 關係網》河南人民出版社
翟学伟 2011 《中国人的脸面观 形式主义的心理动因与社会表
征》 北京大学出版社
朱海松 2010 《网络的破碎化传播传播的不确定性与复杂适应
性》中国市场出版社
單波石義彬劉學 2011《新闻传播学的跨文化转向》上海交通
94
大學出版社
石国亮 2012《新媒体时代公关案例》 研究出版社
黎佩兒 2012《香港傳媒-新聞自由與政治轉變》天地圖書出版
社
The Reading List and References are indicative Relevant reading materials will
be suggested and assigned from time-to-time when they are deemed appropriate
95
Subject Code SPD4566
Subject Title Consecutive Interpreting
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Pre-requisite SPD3262 Interpreting for the Professions
Objectives
This subject is designed to consolidate the basic interpreting skills
learnt in ldquoSPD3262 Interpreting for the Professionsrdquo and further
develop studentsrsquo interpreting abilities by training them to be able to
undertake consecutive interpreting (CI) tasks on general topics in
the workplace In this subject students will learn some essential CI
skills such as active listening note-taking and oral presentation to
behave professionally in CI Practice will focus on CI tasks on
various topics between Chinese (MandarinCantonese) and English
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a master the basic skills and strategies essential to CI
b recognise the specific requirements of an interpreting task
c make adequate preparation for a CI task
d apply CI to a wide variety of situational uses
e undertake interpreting tasks in the workplace
Subject Synopsis
Indicative Syllabus
1 Basic concepts of interpretation
Functions and features of different types of interpretation
Criteria for good interpretation
Professional ethics and practice
2 Skills for CI
Note-taking skills
Improvisation skills
Public speaking skills
Sight translation skills
TeachingLearning
Methodology
Classes will be conducted in a language laboratory in an interactive
mode Speech recordings on current affairs will be used in classes as
training materials to keep students updated on latest events to
widen their vocabulary and to enrich their repertoire of expressions
In addition audio and video recordings of professional interpreters
will be shown in order to expose learners to different interpreting
styles Students will also be asked to research on interpreting
assignments that cover a variety of topics on current local and
international issues Through class discussion students are guided to
develop self-evaluation and peer-evaluation skills
96
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Class
participation and
performance
10
2 Mid-term quiz 30
3 After-class
practice 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject adopts formative assessment method Specifically
students will be assessed through a series of quizzes in the course of
learning These quizzes will be conducted at different learning
stages to assess studentsrsquo performance under pressure and to
evaluate studentsrsquo progress of learning CI from Chinese (mainly
Cantonese) to English and English to Chinese (mainly Cantonese)
will carry equal weighting in the assessment
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises outside
class 39 Hrs
Reading lecture notes and doing interpreting
assignments 39 Hrs
Total student study effort 117 Hrs
Reading List and
References
Gentile Adolfo Uldis Ozolins amp Mary Vasilakakos 1996 Liaison
Interpreting A Handbook Melbourne Melbourne University Press
Gillies Andrew 2005 Note-taking for Consecutive Interpreting A
Short Course Manchester St Jerome Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
97
Subject Code SPD4568
Subject Title Translation for Business and Commerce
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to train students in the practice of translation for
business and commerce Students will be introduced to basic concepts
and principles relating to business and commercial translation
Through a variety of hands-on tasks students will acquire and apply
specific strategies and techniques to tackle translational problems in
various types of business and commercial texts Students will also
learn to think critically about ethical issues that professional
translators face in the industry
Intended Learning
Outcomes
At the end of the course students should be able to
a Reflect critically on basic concepts and principles relating to
business and commercial translation
b Identify specific strategies and techniques in solving
translational problems in business and commercial texts
c Apply the concepts principles strategies and techniques
acquired to the translation of various types of texts in the
business and commercial domain
Subject Synopsis
Indicative
Syllabus
1 the nature and function of business and commercial translation
2 basic concepts and principles
3 translating general business documents strategies and
techniques
4 translating technical financial documents strategies and
techniques
TeachingLearning
Methodology
This subject will be conducted in a highly interactive seminar mode
Lectures will be complemented by hands-on tasks and class
discussions Assignments will be designed to help learners apply the
knowledge acquired in class to practical translation work
98
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Assignment 1 25
2 Assignment 2 25
3 Assignment 3 25
4 Assignment 4 25
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Being a skill-oriented subject assessment is based primarily on
assignments and an end-of-semester class test
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References Brett Michael (2000) How to Read Financial Pages London Random
House
Downes J amp Goodman J E (2006) Barronrsquos Dictionary of Finance
and Investment Terms 7th edition New York Barronrsquos
Downes J amp Goodman J E (2003) Barronrsquos Finance amp Investment
Handbook New York Barronrsquos
周兆祥(2004)《財經翻譯精要》香港商務印書館
李德鳳(2007)《財經金融翻譯》香港香港大學出版社
白雲開 (2001)《21世紀商用中文書信寫作手冊》香港香港城
市大學出版社
張新紅李明 (2011)《商務英語翻譯》北京高等教育出版社
99
陳仕彬 (2003) 《金融翻譯技法》香港中文大學出版社
許建忠 (2003)《工商企業翻譯實務》香港中文大學出版社
方夢之毛忠明 (2008) 《英漢mdash漢英應用翻譯綜合教程》上
海上海外語教育出版社
李長栓 (2012) 《非文學翻譯理論與實踐》北京中國對外翻譯
出版公司
王恩冕 (2005) 《如何翻譯英語報刋經濟文章》北京對外經濟
貿易大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
SECTION TWO SUBJECT DESCRIPTION FORMS OF
DISCIPLINE SPECIFIC REQUIREMENTS SUBJECTS
Page
Compulsory Subjects
SPD3189 Translation for the Workplace 22
SPD3260 Analysis of Modern Chinese 25
SPD3261 Introduction to Bilingual Studies 28
SPD3262 Interpreting for the Professions 31
SPD3263 Introduction to Bilingual Communication 34
SPD3270 Analysis of English 38
SPD4553 English for Chinese Cultural Themes
41
SPD4554 Chinese and Bilingual Academic Inquiry 44
SPD4557 Integrated Study (Bilingual Studies) 48
Elective Subjects
SPD3225 Written English for Professionals 52
SPD3226 Spoken English for Professionals 56
SPD4337 English and Chinese in Contrast 60
SPD4346 Translation for the Media 63
SPD4468 Writing for Marketing and Public Relations Purposes in English 66
SPD4556 Languages in Contemporary Societies 72
SPD4558 Applied Translation Studies 75
SPD4559 Bilingual Communication Workshop 79
SPD4563 Chinese Media in the Bilingual Context 82
SPD4564 Classical Chinese for Today 85
SPD4565 Communications in Greater China 88
SPD4566 Consecutive Interpreting 92
SPD4568 Translation for Business and Commerce 94
Section One
General Information
1
1 PROGRAMME HOST
The Bachelor of Arts (Honours) in Bilingual Studies is hosted by the School of
Professional Education and Executive Development (SPEED) which assumes the
overall academic responsibility in the realm of quality assurance in both teaching and
learning
2 PROGRAMME OPERATION AND MANAGEMENT
21 The School Programme Committee (SPC) oversees the operation of all PolyU-SPEED
award programmes The SPC meets at least twice a year
22 A Programme Executive Group (PEG) will be formed to manage the day-to-day
operation of the Bachelor of Arts (Honours) in Bilingual Studies The PEG which
operates informally is chaired by the Programme Leader and includes staff with key
responsibilities for the programme Student representatives will be invited to meet
with the PEG in each semester to provide feedback
23 Students will also be invited to nominate their representatives to join the StudentStaff
Consultative Group (SSCG) in SPEED SSCG is a formal channel through which
student views are obtained It meets at least once per semester and reports or makes
recommendations as appropriate to the SPC
24 Students are encouraged to provide feedback on subject level via the Student
Feedback Questionnaire (SFQ) exercise which will be considered by the related
parties for continuous improvement of teaching and learning
3 CONTACT INFORMATION
Programme Leader
Dr K H Cheung
(Tel 3746-00774 Email khcheunspeed-polyueduhk)
Deputy Programme Leader
Dr Val Chen
(Tel 3746 0084 Email spczilispeed-polyueduhk)
Administrative Staff
Ms Elsa Ho Programme Officer
(Tel 3746 0070 Email ooelsahospeed-polyueduhk)
Ms Cecilia Lai Administrative Assistant
(Tel 3746 0069)
General Enquiry Line 3400 2828
Fax Number 2363 0540
Website httpwwwspeed-polyueduhk
Email Address spawardspeed-polyueduhk
2
4 AWARD TITLE
Bachelor of Arts (Honours) in Bilingual Studies
Students may apply to exit the programme for the ordinary degree of ldquoBachelor of Arts
in Bilingual Studiesrdquo upon fulfilling the requirements as specified in Section 13112
of this document
5 MODE STUDY LOAD AND DURATION OF STUDY
51 The programme is offered in full-time mode of study
52 The normal study load is 15 credits in each semester
53 Prior approval from the School is required if students wish to deviate from the
recommended study load The maximum study load to be taken by a student in a
semester is 21 credits1 unless exceptional approval is given by the Director of SPEED
For such cases students will be reminded that the study load approved should not be
taken as grounds for academic appeal
54 Students on academic probation will be required to take a reduced study load To help
improve the academic performance of the students on academic probation the School
will decide the maximum number of credits to be taken by these students on an
individual basis
55 The normal duration of the programme is 2 years The maximum period of
registration is twice the normal duration ie 4 years
6 ATTENDANCE
It is important that students attend classes and study related activities regularly and
punctually Participation forms a critical part in the learning process contributing to
the desired learning outcomes Absence will affect study progress and students should
not be absent without good reason
Some subjects under this programme are Continuing Education Fund (CEF)
reimbursable subjects For CEF reimbursement claims students are required to fulfil
the attendance requirement as stipulated by the Office of CEF
1 Not applicable to students on academic probation
3
7 PROGRAMME AIMS AND OUTCOMES
71 Aims of the Programme
The overarching aim of the programme is to build on the linguistic knowledge and skills
of graduates from relevant Associate Degree Higher Diploma programmes producing
knowledgeable Chinese-English bilinguals with a broad linguistic base who can
approach language and related cultural issues intellectually contribute to the
development of bilingual studies and apply their expertise to related professions in Hong
Kong and other cosmopolitan Chinese communities
72 Programme Intended Learning Outcomes
Graduates of the programme are expected to
(a) have a cultivated understanding of the academic disciplines that form the knowledge
foundation for a career closely related to bilingual studies
(b) have a broad linguistic base that forms the skills foundation for a career where
bilingual studies are applicable
(c) be equipped with sound knowledge of Chinese and English
(d) be equipped with good command of Chinese and English
(e) be able to analyse and solve problems relating to bilingual studies
(f) be able to develop critical thinking
(g) be able to cope with stringent demands in terms of ethics leadership etc made by
society and the professional world
73 Correlation between Programme Intended Learning Outcomes and Institutional Learning
Outcomes
The following table shows the correlation of the programme intended learning
outcomes and PolyUrsquos institutional learning outcomes at undergraduate degree level
Programme
Intended
Learning
Outcomes
Institutional Learning Outcomes for Undergraduate Degree
Competent
professional
Critical
thinker
Effective
communicator
Innovative
problem
solver
Lifelong
learner
Ethical
leader
a
b
c
d
e
f
g
4
8 ENTRANCE REQUIREMENTS
81 The minimum requirements for admission to the programme are
(a) Holders of an Associate Degree a Higher Diploma or equivalent qualification in
relevant disciplines awarded by recognised universities institutions
(b) Those who do not possess the above-mentioned qualifications but have reached
the age of 25 before 1 September in the year in which they seek admission may
apply as mature applicants Mature applicants should possess relevant working
experience in senior positions and have completed post-secondary studies in
related fields They will also be required to pass an admission test and
demonstrate to an Admission Interview Panel their ability to complete the
programme
82 Applicants who apply for admission with non-local qualifications are also required to
attain the following English language requirement
IELTS 60 or TOEFL 550 (paper based) 213 (computer based) 80 (Internet
based)
The above requirement may be exempted for applicants who have completed sub-
degree programmes or equivalent with English as the medium of instruction
9 CREDIT TRANSFER AND EXEMPTION
91 Credit Transfer
Students will be given credits for recognised previous study and the credits will be
counted towards meeting the requirements of the award Normally not more than
50 of the required number of credits for the academic award may be transferable
from approved institutions outside The Hong Kong Polytechnic University (PolyU)
For transfer of credits from programmes within the PolyU normally not more than
67 of the required credits for the award can be transferred In cases where both
types of credits are transferred not more than 50 of the required number of credits
for the award may be transferred Grades may or may not be given for the transferred
credits
The programme is an articulation degree programme Students normally will not be
given credit transfer for any required Cluster-Area Requirements (CAR) and Service-
Learning subjects under General University Requirements (GUR) and they must
complete at least 60 credits2 to be eligible for the award Students who have
completed comparable subjects at sub-degree studies may apply for exemption
Should exemption be granted students will be required to take other electives
(including free electives) to make up the total of 60 credits2 required
2 The minimum requirement of 60 credits does not include the Language and Communication
Requirements (LCR) subjects under GUR which are applicable to individual students
5
The granting of credit transfer is a matter of academic judgement In assessing the
transferability of subjects previously taken the syllabus of that subject should be
carefully scrutinised to ascertain that it is comparable to the curriculum of the
programme Other relevant information may also be required to ascertain the
academic standing of the institution offering the previous study Decision on granting
credit transfer lies with the School
For credit transfer of retaken subjects the grade attained in the last attempt should be
taken in the case of credit transfer with grade being carried over Students applying
for credit transfer for a subject taken in other institutions are required to declare that
the subject grade used for claiming credit transfer was attained in the last attempt of
the subject in their previous studies If a student fails in the last attempt of a retaken
subject no credit transfer should be granted despite the fact that the student may have
attained a pass grade for the subject in the earlier attempts
Students should not be granted credit transfer for a subject which they have attempted
and failed in their current study
The validity period of subject credits earned is 8 years starting from the year in which
the subject is completed (eg if the qualification credit was earned in 201617 the
validity period should count from 2017 for 8 years) Credits earned from previous
study should remain valid at the time when the student applies for transfer of credits
92 Exemption
Students may be granted exemption from taking certain subjects if they have
successfully completed similar subjects at a comparable level in other programmes
The credits associated with the exempted subjects will not be counted for satisfying
the credit requirements of the programme In such case students will be advised to
take other subjects to satisfy the credit requirements
10 CURRICULUM DESIGN
101 Outcome-based Curriculum
University education goes beyond merely mastering accumulation of factual
knowledge It is vital to develop studentsrsquo ability to solve problems and think
critically These focuses are translated from the initial programme objectives to the
teaching approaches and evaluation of student performance
The underpinning curriculum design principle for this programme is outcome-based
learning An outcome-based curriculum provides a rigorous and robust delineation of
the professional competence It also highlights the generic abilities that are
considered important for the graduates of this programme
Explicitly specified outcomes give a clear direction as to how teaching and assessment
6
should be planned aligned and carried out Ultimately this enhances coherence and
integration among subjects within the programme
In addition students are encouraged to take more responsibility for their own learning
in an outcome-based curriculum When learning outcomes are stated clearly students
are able to plan their own learning more effectively
102 Programme Structure
1021 The programme of study consists of at least 60 credits All students are also required to
complete a non-credit-bearing Work-Integrated Education component
(a) General University Requirements (GUR) (Minimum 9 credits)
Nature Details Credits
Language and
Communication
Requirements (LCR)
6 credits in English amp
3 credits in Chinese
(Students who have met the equivalent standard
of the undergraduate degree LCR will not be
required to take these credits Individual
students who are required to take LCR subjects
will be advised of the details before programme
commencement)
9
Cluster-Area
Requirements (CAR) One subject
with Chinese Reading amp
Writing Requirements and China Studies
Requirement embedded
One subject with English Reading amp
Writing Requirements embedded
3
3
Service-Learning (SL)
Free elective
Prior to the full implementation of SL
students may take a 3-credit free elective in
lieu of SL
3
The latest information on GUR subjects is available on the Student Portal (wwwspeed-polyueduhkmySPEED)
7
(b) Discipline Specific Requirements (DSR) (51 credits)
Indicative Area Subject Title Level
Compulsory Subjects (9 subjects 3 credits each)
Bilingual Studies SPD3261 Introduction to Bilingual Studies 3
Translation amp Interpreting
SPD3189 Translation for the Workplace 3
SPD3262 Interpreting for the Professions 3
Linguistics SPD3260 Analysis of Modern Chinese 3
SPD3270 Analysis of English 3
Bilingual Communication
SPD3263 Introduction to Bilingual Communication 3
DSLR English SPD4553 English for Chinese Cultural Themes 4
DSLR Chinese SPD4554 Chinese and Bilingual Academic Inquiry 4
Capstone SPD4557 Integrated Study (Bilingual Studies) 4
Elective Subjects^ (any 8 subjects 3 credits each at most 1 subject at Level 3)
English Language
SPD3225 Written English for Professionals 3
SPD3226 Spoken English for Professionals 3
SPD4468 Writing for Marketing and Public Relations Purposes in English
4
Linguistics
SPD4337 English and Chinese in Contrast 4
SPD4556 Languages in Contemporary Societies 4
SPD4564 Classical Chinese for Today 4
Translation amp Interpreting
SPD4346 Translation for the Media 4
SPD4558 Applied Translation Studies 4
SPD4566 Consecutive Interpreting 4
SPD4568 Translation for Business and Commerce 4
Bilingual Communication
SPD4559 Bilingual Communication Workshop 4
SPD4563 Chinese Media in the Bilingual Context 4
SPD4565 Communications in Greater China 4
Discipline-Specific Language Requirement subject
^ Offering of any elective subjects is subject to sufficient enrolment
(c) Work-Integrated Education (WIE) Requirement
WIE is a work-based learning experience which takes place in an organisational
context relevant to a studentrsquos future profession or career or the development of
generic skills that will be valuable in the studentrsquos future career development Going
beyond studying within campus it allows students to learn from the outside world yet
at the same time contribute to the industry and or community
Students of this programme are required to complete 300 hours of WIE during their
study period Relevant work experience accumulated during or after sub-degree studies
8
may be recognised for fulfilment of WIE
Students will be provided with the WIE guidelines and be advised of the procedures
for recognition of prior work experience at programme commencement
1022 Exit Award
Students who have completed the following requirements may apply to exit the
programme of study with an ordinary degree of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) GUR (minimum 9 credits)
(b) DSR
All compulsory subjects except ldquoSPD4557 Integrated Study (Bilingual
Studies)rdquo (24 credits)
Any 4 elective subjects with at least 3 subjects at Level 4 (12 credits)
(c) WIE (non-credit-bearing)
(d) Having a GPA of 20 or above
For details please refer to Section 13112
9
103 Recommended Progression Pattern
All students are required to undertake 5 subjects in each semester without intermission
in order to fulfil the study requirements within the 2-year normal duration of study
They are also required to complete 300 hours of Work-Integrated Education within their
study period
Year amp
Semester
Subject Code and Title Subject
Nature
Year 1
Sem 1
SPD3189 Translation for the Workplace C
SPD3261 Introduction to Bilingual Studies C
SPD3263 Introduction to Bilingual Communication C
SPD4554 Chinese and Bilingual Academic Inquiry C
GUR Subject GUR
Year 1
Sem 2
SPD3260 Analysis of Modern Chinese C
SPD3262 Interpreting for the Professions C
SPD3270 Analysis of English C
SPD4553 English for Chinese Cultural Themes C
GUR Subject GUR
Year 2
Sem 1
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
GUR Subject GUR
Year 2
Sem 2
SPD4557 Integrated Study (Bilingual Studies) C
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
C = Compulsory E = Elective GUR = General University Requirements
Remarks
1) The subject offering schedule is subject to change at the discretion of the School
2) For elective subjects priority in enrolment will be granted to students in that particular year of study
3) Offering of any elective subjects is subject to sufficient enrolment
4) Students who are required to take LCR subject(s) will be informed of the study schedule separately
These students are advised to consult the Programme Leader on their progression patterns should
they have any concerns on their study load taking into consideration the LCR subject(s) they are
required to take
10
104 Curriculum Mapping
Below is a mapping of subjects of the Bachelor of Arts (Honours) in Bilingual Studies
with reference to the programme intended learning outcomes The mapping focuses
on how each of the programme outcomes is introduced reinforced and assessed
Subject Code Subject Title Programme Intended Learning Outcomes
(a) (b) (c) (d) (e) (f) (g)
Co
mp
uls
ory
Su
bje
cts
SPD3189 Translation for the Workplace I A R A I A
SPD3260 Analysis of Modern Chinese I A R A I A
SPD3261 Introduction to Bilingual Studies I A I A I A
SPD3262 Interpreting for the Professions I A R A I A
SPD3263 Introduction to Bilingual
Communication I A I A
SPD3270 Analysis of English R A R A
SPD4553 English for Chinese Cultural
Themes R A R A
SPD4554 Chinese and Bilingual Academic
Inquiry I A R A R A I A
SPD4557 Integrated Study (Bilingual
Studies) R A R A R A R A R A R A R A
Ele
ctiv
e S
ub
ject
s
SPD3225 Written English for Professionals R A R A
SPD3226 Spoken English for Professionals R A R A
SPD4337 English and Chinese in Contrast R A R A R A
SPD4346 Translation for the Media R A R A R A
SPD4468
Writing for Marketing and
Public Relations Purposes in
English
R A R A R A
SPD4556 Languages in Contemporary
Societies R A R A I A R A
SPD4558 Applied Translation Studies R A R A R A R A
SPD4559 Bilingual Communication
Workshop R A R A
SPD4563 Chinese Media in the Bilingual
Context R A R A R A
SPD4564 Classical Chinese for Today R A R A R A
SPD4565 Communications in Greater
China R A R A
SPD4566 Consecutive Interpreting R A R A R A
SPD4568 Translation for Business and
Commerce RA R A R A
Introduced (I) That the learning leading to the particular intended outcome is introduced in that subject Reinforced (R) That the learning leading to the particular intended outcome is reinforced in that subject Assessed (A) That the learning leading to the particular intended outcome is assessed in that subject
11
11 MEDIUM OF INSTRUCTION
The medium of instruction is English and Chinese (Cantonese and Putonghua when
spoken)
12 TEACHING AND LEARNING METHODS
The teaching learning philosophy underlying this programme is based on a holistic
diversified and flexible approach teaching students how to learn instead of what to
memorise and equipping them with the requisite skills required of a ldquolifelongrdquo learner
On the whole various teaching and learning strategies are adopted which are geared
to the needs and characteristics of the students
The teaching and learning activities are organised coherently according to the
programme learning outcomes subject nature the particular subject topics level of
difficulty and the integration among other components and subjects of the programme
A variety of teaching and learning methods will be used
The main form of teaching is through the use of interactive lectures supplemented
with tutorial exercises (such as case studies projects and presentations) and various
kinds of audio-visual aids Students also have the chance to gain exposure to
experiential learning self-directed learning case-based learning and problem-based
learning
Web-based teaching is another characteristic of the subjects of this programme It is
used to complement face-to-face teaching not only for encouraging studentsrsquo active
participation but also to encourage them to make use of websites for information
collection
To facilitate learning the subject lecturers not only play the role of introducing new
concepts imparting knowledge but also act as facilitators to encourage students to
share their ideas and experience through class discussion case study oral presentation
and group activities
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment
Assessment of learning and assessment for learning are both important for assuring the
quality of student learning Assessment of learning is to evaluate whether students have
achieved the intended learning outcomes of the subjects that they have taken and have
attained the overall learning outcomes of the programme at the end of their study at a
standard appropriate to the award Appropriate methods of assessment that align with
the intended learning outcomes are designed for this purpose The assessment methods
will also enable the teacher to differentiate studentsrsquo different levels of performance
within the subject Assessment for learning is to engage students in productive learning
activities through purposefully designed assessment tasks
12
Assessment will also serve as feedback to students The assessment criteria and
standards should be made explicit to students before the start of the assessment to
facilitate student learning and feedback provided should link to the criteria and
standards Timely feedback will be provided to students so that they are aware of their
progress and attainment for the purpose of improvement
132 Assessment Methods
Studentsrsquo performance in a subject is assessed by continuous assessment and or
examinations as deemed appropriate Where both methods are used the weighting of
each in the overall subject grade has been clearly stated in Section Two of this
document
To pass a subject a student must obtain a pass grade in both continuous assessment
AND examination if any Continuous assessment may include tests assignments
projects presentations and other forms of classroom participation depending on the
subject area Assignments which involve group work will nevertheless include some
individual components therein The contribution made by each student in continuous
assessment involving group effort shall be determined and assessed separately and
this can result in different grades being awarded to students in the same group
At the beginning of each semester the subject lecturer will inform students of the
details of the methods of assessments to be used within the assessment framework as
specified in this document
13
133 Grading
Assessment grades shall be awarded on a criterion-referenced basis A studentrsquos
overall performance in a subject shall be graded as follows
Subject
Grade
Grade
Point
Short
Description
Elaboration on subject grading description
A+ 45 Exceptionally
Outstanding
The studentrsquos work is exceptionally
outstanding It exceeds the intended subject
learning outcomes in all regards A 4 Outstanding The studentrsquos work is outstanding It exceeds
the intended subject learning outcomes in
nearly all regards
B+ 35 Very Good The studentrsquos work is very good It exceeds
the intended subject learning outcomes in most
regards B 3 Good The studentrsquos work is good It exceeds the
intended subject learning outcomes in some
regards
C+ 25 Wholly
Satisfactory
The studentrsquos work is wholly satisfactory It
fully meets the intended subject learning
outcomes C 2 Satisfactory The studentrsquos work is satisfactory It largely
meets the intended subject learning outcomes
D+ 15 Barely
Satisfactory
The studentrsquos work is barely satisfactory It
marginally meets the intended subject learning
outcomes D 1 Barely
Adequate
The studentrsquos work is barely adequate It
meets the intended subject learning outcomes
only in some regards
F 0 Inadequate The studentrsquos work is inadequate It fails to
meet many of the intended subject learning
outcomes
lsquoFrsquo is a subject failure grade whilst all others (lsquoDrsquo to lsquoA+rsquo) are subject pass grades
No credit will be earned if a subject is failed
14
134 Grade Point Average
There are different types of Grade Point Average (GPA) as described below All of
them are capped at 40
1341 GPA (cumulative GPA)
Cumulative GPA is computed as follows
GPA =
n
n
ValueCredit Subject
ValueCredit Subject Point x GradeSubject
Where n = Number of all subjects (inclusive of failed subjects) taken by the student up to
and including the latest semester term For subjects which have been retaken
only the grade point obtained in the final attempt will be included in the GPA
calculation
In addition the following subjects will be excluded from the GPA calculation
(i) Exempted subjects
(ii) Ungraded subjects
(iii) Incomplete subjects
(iv) Subjects for which credit transfer has been approved but without any grade
assigned3
(v) Subjects from which a student has been allowed to withdraw (ie those with the
code lsquoWrsquo)
A student who is absent from an examination will be given a fail grade the respective
subject will be included in the GPA calculation and will be counted as ldquozerordquo grade
point GPA is thus the unweighted cumulative average calculated for a student for all
relevant subjects taken from the start of the programme to a particular point of time
GPA is an indicator of overall performance
1342 Semester GPA
Calculation of Semester GPA is similar to the rules for GPA as described above
except that only subjects taken in that semester including retaken subjects will be
included This Semester GPA will be used to determine studentsrsquo eligibility to
progress to the next semester alongside with the cumulative GPA However the
Semester GPA calculated for the Summer Term will not be used for this purpose
unless the Summer Term study is mandatory for all students of the programme
concerned and constitutes part of the graduation requirements
3 Subjects taken in PolyU or elsewhere and with grades assigned and for which credit transfer has
been approved will be included in the GPA calculation
15
1343 Weighted GPA
Along with the cumulative GPA a Weighted GPA will also be calculated to give an
indication to the Board of Examiners on the award classification which a student will
likely get if he she makes steady progress on his her academic studies
Weighted GPA will be computed as follows
n
n
i
i
W ValueCredit Subject
W ValueCredit Subject Point GradeSubject
GPA Weighted
where Wi = Weighting to be assigned according to the level of the subject
n = Number of all subjects counted in GPA calculation as set out in 1341
above except those subjects outside the programme curriculum GUR
subjects will be included
For calculating the Weighted GPA (and Award GPA) to determine the award
classification of students who satisfy the graduation requirements a standard
weighting will be applied to all subjects of the same level with a weighting of 2 for
Level 1 and 2 subjects and a weighting of 3 for Level 3 and 4 subjects This is also
applicable to the classification of ordinary degree exit award
1344 Award GPA
When a student has satisfied the requirements for award an Award GPA will be
calculated to determine his her award classification
If the student has not taken more subjects than required the Award GPA will be the
same as the Weighted GPA
Any subjects passed after the graduation requirement has been met or subjects taken
on top of the prescribed credit requirements for award shall not be taken into account
in the Award GPA However if a student attempts more elective subjects (or optional
subjects) than those required for graduation in or before the semester in which he she
becomes eligible for award the elective subjects (or optional subjects) with a higher
grade contribution shall be included in the Award GPA (ie the excessive subjects
attempted with a lower grade contribution including failed subjects will be
excluded)
135 Role of Subject Assessment Review Panel
Subject Assessment Review Panel (SARP) is responsible for monitoring the academic
standard and quality of subjects and ratifying subject results SARP will review the
distribution of grades within a subject and finalise the grades at the end of each
semester before submission to the Board of Examiners (BoE) The BoE will not
attempt to change the grades SARP is also responsible for deciding the granting of
late assessment to students and the form of late assessment
16
SARP shall include the Director of SPEED or his her delegate the relevant subject
examiners and where appropriate the Programme Leader
136 Role of Board of Examiners
The Board of Examiners (BoE) shall meet at the end of each semester to review
studentsrsquo progress and is responsible to the College Board of the College of
Professional and Continuing Education (CPCE) for making decision on
(a) the classification of awards to be granted to each student on completion of the
programme
(b) de-registration cases and
(c) cases with extenuating circumstances
The BoErsquos membership should be composed of staff members associated with the
programme and some senior members The Chairman will normally be the Director of
SPEED
137 Academic Probation
If the cumulative GPA of a student is below 20 he she will be put on academic
probation in the following semester Once a student is able to pull his her cumulative
GPA up to 20 or above at the end of the semester the status of ldquoacademic probationrdquo
will be lifted The status of ldquoacademic probationrdquo will be reflected in the assessment
result notification but not in the transcript of studies
A student on academic probation will be required to take a reduced study load To
help improve the academic performance of the student the School will decide the
maximum number of credits to be taken by him her in the probation semester
138 Progression and De-registration
A student will have ldquoprogressingrdquo status unless he she falls within the following
categories any one of which shall be regarded as grounds for de-registration from the
programme
(a) the student has exceeded the maximum period of registration for the programme
as specified in this document or
(b) the studentrsquos cumulative GPA is lower than 20 for two consecutive semesters
and his her semester GPA in the second semester is also lower than 20 or
(c) the studentrsquos cumulative GPA is lower than 20 for three consecutive semesters
When a student falls within the categories as stipulated above the BoE shall de-
register the student from the programme without exception
Notwithstanding the above the BoE has the discretion to de-register a student with
extremely poor academic performance before the time frame specified in categories (b)
17
and (c) above if it is deemed that there is not much of a chance for the student to
attain a GPA of 20 at the end of the programme
139 Late Assessment
A student who has been absent from an examination or other assessment because of
illness injury or other unforeseeable reasons may apply to sit a late assessment
Permission is subject to the approval of SARP as late assessment is not an automatic
entitlement Should a late assessment be granted the actual grade attained will be
awarded
Late assessment for subjects normally shall take place before the commencement of
the following academic year (except for Summer Term which may take place within
3 weeks after the finalisation of Summer Term results) Depending on the decision of
SARP late assessment may be arranged during the examination period of the
following semester term
Except with special approval students who have not yet completed the late
assessment for a subject which is the pre-requisite of another subject will not be
allowed to take the follow-on subject
1310 Retaking of Subjects
No re-assessment will be granted for students in all circumstances Students who
have failed a subject are required to retake the subject if it is compulsory for the
programme If the failed subject is an elective students may choose to retake the
subject or take another elective within the programme as replacement Retaking of
failed subjects or taking replacement subjects should be completed within the
maximum period of registration
Students may retake any subject (except GUR subjects which have been passed) for
the purpose of improving their grade without having to seek approval but they must
retake a compulsory subject which they have failed ie obtained an F grade Retaking
of subjects is with the condition that the maximum study load of 21 credits per
semester is not exceeded Students wishing to retake passed subjects will be accorded
a lower priority than those who are required to retake (due to failure in a compulsory
subject) and can only do so if places are available
The number of retakes of a subject is not restricted Only the grade obtained in the
final attempt of retaking (even if the retake grade is lower than the original grade for
originally passed subject) will be included in the calculation of the GPA Weighted
GPA and Award GPA If students have passed a subject but failed after retake credits
accumulated for passing the subject in a previous attempt will remain valid for
satisfying the credit requirement for award (The grades obtained in previous attempts
will only be reflected in the transcript of studies)
In cases where a student takes another subject to replace a failed elective subject the
fail grade will be taken into account in the calculation of the GPA despite the passing
of the replacement subject
18
1311 Eligibility for Award
13111 Honours Degree Award
Students will be eligible for the PolyU-SPEED award of ldquoBachelor of Arts (Honours)
in Bilingual Studiesrdquo if they satisfy the conditions listed below
(a) Successful completion of at least 60 credits including GUR and DSR as
specified under Section 1021 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1021 (c) and
(c) Having a GPA of 20 or above
Students are required to graduate as soon as they satisfy the respective conditions for
the award
13112 Ordinary Degree Award
Students who have fulfilled the following requirements may apply to exit the
programme with an ordinary degree award of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) Successful completion of at least 45 credits including GUR and DSR as
specified under Section 1022 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1022 (c) and
(c) Having a GPA of 20 or above
Applications for exit award should be submitted in writing to the School before the
start of the examination period of the semester concerned The School reserves the
right not to consider late application in the respective semester
To be eligible for the granting of the exit award students will be required to quit the
honours degree programme of study Re-admission of students who have obtained the
exit award to the same programme of study is not automatic and will be considered
only under exceptional circumstances
1312 Guidelines for Award Classification
13121 Honours Degree Award Classification
This section is applicable to students who have fulfilled the requirements for
Honours Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
19
Classification Guidelines
1st Class
Honours
The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered by
the programme
2nd Class
Honours
(Division 1)
The student has reached a standard of performance attainment
which is more than satisfactory but less than outstanding
2nd Class
Honours
(Division 2)
The student has reached a standard of performance attainment
judged to be satisfactory and clearly higher than the ldquoessential
minimumrdquo required for graduation
3rd Class
Honours
The student has attained the ldquoessential minimumrdquo required for
graduation at a standard ranging from just adequate to just
satisfactory
Under exceptional circumstances a student who has completed an Honours degree
programme but has not attained Honours standard may be awarded a Pass-without-
Honours degree A Pass-without-Honours degree award will be recommended
when the student has demonstrated a level of final attainment which is below the
ldquoessential minimumrdquo required for graduation with Honours from the programme in
question but when he she has nonetheless covered the prescribed work of the
programme in an adequate fashion while failing to show sufficient evidence of the
intellectual calibre expected of Honours Degree graduates A Pass-without-Honours
is an unclassified award but the award parchment will not include this specification
13122 Ordinary Degree Award Classification
This section is applicable to students who have fulfilled the exit award requirements
and are allowed to exit the programme of study for Ordinary Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
Classification Guidelines
Distinction The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered
by the programme
Credit The student has reached a standard of performance
attainment which is more than satisfactory but less than
outstanding
Pass The student has reached a standard of performance
attainment ranging from just adequate to satisfactory
20
1313 Appeals against Assessment Results
A student may appeal against the assessment results within 7 working days upon the
announcement of the results Any appeal should be directed to the Director of
SPEED in writing
Appeal against subject results may lead to a change in the subject grade which may
go upward or downward
1314 Academic Dishonesty and Disciplinary Actions
13141 For students who have been awarded a failure grade as a result of disciplinary action
a remark lsquorsquo will be recorded against the concerned subject failure grade denoting
ldquoDisqualification of result due to academic dishonestyrdquo The remark will appear on
the assessment result notification and transcript of studies until the students leave
the School
The remark will normally cover the following misconduct cases
cheating in assessment work tests or examinations
aiding academic dishonesty
plagiarism
violating rules governing the conduct of examinations that are related to possible
cheating
Students who have been recorded with the remark will also be subject to the penalty
of the lowering of award classification by one level upon graduation The minimum
of downgraded overall result will be kept at a pass
13142 Students who have committed disciplinary offences (covering both academic and
non-academic related matters) will be put on ldquodisciplinary probationrdquo normally for
one year and this will be shown on assessment result notification transcript of
studies and testimonial during the probation period until their leaving the School
For special cases which warrant heavier penalty the CPCE Student Discipline
Committee may specify a longer probation period
Students who have been put on disciplinary probation will be deprived of certain
privileges
13143 Other penalties may also be imposed on students who have committed academic
dishonesty and or disciplinary offences Details are specified on the SPEED
Student Handbook
1315 Exceptional Circumstances
Absence from an assessment component
If a student is unable to complete all the assessment components of a subject due to
illness or other circumstances beyond his her control and considered by the SARP
as legitimate the SARP will determine whether the student will have to complete
21
the assessment and if so by what means
Aegrotat award
If a student is unable to complete the requirements of the programme in question for
the award due to very serious illness or other very special circumstances which are
beyond his her control and considered by the BoE as legitimate CPCE will
determine whether the student will be granted an aegrotat award Aegrotat award
will be granted under very exceptional circumstances
A student who has been offered an aegrotat award shall have the right to opt either
to accept such an award or request to be assessed on another occasion to be
stipulated by the BoE the studentrsquos exercise of this option shall be irrevocable
The acceptance of an aegrotat award by a student shall disqualify him her from any
subsequent assessment for the same award
An aegrotat award shall normally not be classified and the award parchment shall
not state that it is an aegrotat award However the BoE may determine whether the
award should be classified provided that they have adequate information on other
studentsrsquo academic performance
Other particular circumstances
A studentrsquos particular circumstances may influence the procedures for assessment
but not the standard of performance expected in assessment
1316 Other Regulations
Students of the Bachelor of Arts (Honours) in Bilingual Studies are bound by all
other regulations of PolyU PolyU SPEED
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION
Students will be allowed to take additional subjects for broadening purpose in the
semester after they fulfil the graduation requirements However students will still
be subject to the maximum study load of 21 credits per semester and the availability
of places in the subjects concerned and their enrolment will be as subject-based
students only
After a student fulfils the graduation requirements in a semester he she may
continue to enrol as a subject-based student in the following semester only In the
case when the Summer Term is mandatory for all students of a programme students
who have fulfilled the graduation requirements in Semester 2 will be allowed to take
additional subjects in Semester 1 of the following academic year and not necessarily
during the Summer Term These students will be subject-based students only and
cannot use the results of the additional subjects to improve their GPA or Award GPA
Section Two
Subject Description Forms of
Discipline Specific Requirements
Subjects
Information on GUR subjects is available on the Student Portal (wwwspeed-
polyueduhkmySPEED)
22
Subject Code
SPD3189
Subject Title
Translation for the Workplace
Credit Value
3
Level
3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This course aims to equip students with skills in translating different
documents in the workplace from English to Chinese and vice versa
The main purposes are to enable students to understand the
translation theories and skills and be able to apply them in the
translation of workplace texts
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the general translation theories
b identify the formats of different workplace texts and
c apply the translation theories and skills in rendering different
workplace texts
Subject Synopsis
Indicative Syllabus
Translation theories strategies and skills
Translation process Peter Newmarkrsquos Semantic Translation and
Communicative Translation Yan Fursquos translation theories Xin Da
and Ya Formal Equivalence and Functional Equivalence
transliteration literal translation liberal translation addition
omission repetition rearrangement of words and expressions the
importance of context collocation and connotation and translation
of idioms and numbers
Formats of different workplace texts
Formats of different workplace texts such as notices official letters
memos promotional materials and minutes
Application of theories in translating different workplace texts
Translation of the different workplace texts mentioned above and
discussion of good and bad examples
TeachingLearning
Methodology
Lectures should focus on translation theories and skills formats of
workplace texts and application of theories with in-class discussion
and practice
Tutorials are used to discuss studentsrsquo performance in assignments
and group presentations Good and bad examples are shown to
facilitate studentsrsquo understanding of how a document should be
translated
23
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments 20
3 Group assignments 10
4 Class participation 10
Examination 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
吳尚智 顏婉雲 amp 江偉萍 (2005) 中英實務寫作與翻譯手冊 香
港香港城市大學
許建平 (2008) 研究生英語實用翻譯教程 北京 中國人民大學
出版社
References
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版社
李明 張新紅 amp 李克興編 (2003) 商務英語翻譯 英譯漢 北京
高等教育出版社
24
許建忠 (2002) 工商企業翻譯實務 北京 中國對外翻譯出版公
司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
周兆祥 amp 範志偉 (2004) 財經翻譯精要 香港 商務印書館
陸國強 (2013) 漢譯英常用表達式經典慣例 上海 上海外語教
育出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
25
Subject Code
SPD3260
Subject Title Analysis of Modern Chinese
Credit Value 3
Level 3
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help students to synthesise the concepts and
methodology they have accumulated in all the subjects in the
language and communication block in order to describe lexical
items phrases and sentence types of Modern Chinese systematically
Another purpose is to provide students with the necessary analytical
skills to recognise and compare regional varieties of Modern
Chinese especially in written genres Lastly this subject seeks to
enable students to apply the subject knowledge and generic skills
learned in this subject to other subjects on the programme and more
importantly in their future career in terms of both justifying their
understanding and to defend their interpretation of Chinese
sentences
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a apply the concepts of linguistics theories to describing and
analysing the structure meaning and actual usage of Modern
Chinese
b critically identify and evaluate variations in written Chinese
c develop critical and logical thinking through the application of
grammatical analysis of Modern Chinese and
d tackle intellectual problems from multiple perspectives
Subject Synopsis
Indicative Syllabus
1 Overview the formation of Modern Chinese
2 The sound system
3 The writing system(s)
4 Phrases and sentences
5 Words and word classes
6 Nominal structure
7 Subject-predicate structure
8 Verb-object and verb-complement structures
9 Serial verb construction
10 Passive and disposal constructions
11 Subordinative and coordinative structures
12 Regional varieties of Modern Chinese
26
TeachingLearning
Methodology
Lectures are conducted interactively and hands-on exercises are
provided for the students to apply their analytical skills to solving
problems in Chinese grammar All assignments are designed to
provide students with tasks that require the evaluation synthesis and
application of syntactical and morphological concepts and
approaches to the critical analysis and discussion of Chinese
language
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Assignment 30
2 Presentation 10
3 Written report 20
4 Take-home test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed by an assignment a presentation a written
report and a final test The assignment is designed to test the
studentsrsquo ability to apply grammatical concepts to describe evaluate
and analyse Chinese forms and patterns The presentation and the
written report are for students to evaluate the literature critically and
to systematically analyse an issue in Standard Chinese The take-
home test is a summative assessment on important contents of the
subject
Student Study
Effort Expected
Class contact
Lectures 39 Hrs
Other student study effort
Library search 39 Hrs
Reading lecture notes and reference 39 Hrs
Total student study effort 117 Hrs
27
Reading List and
References Recommended Books References
曹煒 2004《現代漢語詞匯研究》北京北京大學出版社
鄧思穎 2010《形式漢語句法學》上海上海教育出版社
符淮青 2011《現代漢語詞彙》香港 商務印書館(香港)有
限公司
葛本儀 2001《現代漢語詞彙學》濟南山東人民出版社
郭銳2002《現代漢語詞類研究》北京商務印書館
胡明揚 1996《詞類問題考察》北京北京語言學院出版社
李家樹陳遠止謝耀基 1999《漢語綜述》香港香港大學
出版社
劉叔新 2005 《漢語描寫詞匯學》(重排本)北京商務印書
館
陸儉明沈陽 2004《漢語和漢語研究十五講》(第二版)北
京北京大學出版社
呂叔湘等著 2010《語法研究入門》(第五版)北京商務印
書館
馬真 1997《簡明實用漢語語法教程》北京北京大學出版
社
人民教育出版社中學語文室 1984《中學教學語法系統提要》
(試用)
邵敬敏主編 2007《現代漢語通論》(第二版)上海上海教
育出版社
邢福義 1998《漢語語法學》長春東北師範大學出版社
邢福義 2001《漢語複句研究》北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
28
Subject
Code
SPD3261
Subject
Title
Introduction to Bilingual Studies
Credit
Value
3
Level 3
Medium of
Instruction
English and Chinese
Pre-
requisite
Co-
requisite
Exclusion
Nil
Objectives
This subject provides an introduction to bilingual studies covering the three
major sub-areas of the programme namely linguistics translation amp
interpreting and bilingual communication It also provides a schema as to
how these three sub-areas work together under the overarching area of
bilingual studies Lastly it puts bilingual studies in the language context of
Chinese and English and the community context of Hong Kong
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a have a general grasp of bilingual studies
b have an understanding of the three sub-areas of bilingual studies
namely linguistics translation amp interpreting and bilingual
communication
c embark on deeper and more concrete studies in the 3 sub-areas
d apply the general principles of bilingual studies to the Chinese-English
context
e apply Chinese-English bilingual studies to Hong Kong and
linguistically similar communities
Subject
Synopsis
Indicative
Syllabus
1 Language
a What is language
b Analysing Language
c Language in Society
d Languages in the World
2 Bilingualism in linguistics and beyond
a Bilinguality
b Societal bilingualism
c Bilingualism and biculturalism
3 Translation and interpreting
a Bridging two worlds
b Translation
c Interpreting
4 Bilingual communication
a Language switch by a bilingual
29
b Language choice in a bilingual community
c Relation between two language varieties
5 Chinese-English bilingual studies
a English as a world language
b Varieties of Chinese
c Hong Kong as an arena
Teaching
Learning
Methodolo
gy
In addition to face-to-face lectures and small group tutorials online
discussions (via Moodle E-learning System) and other computer-assisted
teaching methods will also be used with the help of multimedia (audio and
video) teaching materials Assignments closely related to the real-life use of
language will be given to help student solve language problems
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Take-home
exercises 5
2 Test 1 40
3 Test 2 40
4 Group
project 15
Total 100
Continuous assessment items andor weighting may be adjusted by the subject lecturer
subject to the approval of the School Programme Committee
Two tests will be administered during the semester which will aim to test
the studentsrsquo mastery of basic linguistic knowledge and problem solving
skills In addition students will also be required to conduct research in
groups on a certain linguistic topic in order to further their understanding of
the subject knowledge
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Reading and on-line study 58 Hrs
Preparing for tests 20 Hrs
Group project 10 Hrs
Total student study effort 127 Hrs
30
Reading
List and
References
Recommended Book Reference
For part (a)
Fromkin V Rodman R and Hyams N (2013) An Introduction to
Language (10th ed) Boston WadsworthCengage Learning
For other parts
Relevant reading materials will be suggested and assigned from time-to-time
when they are deemed appropriate
31
Subject Code SPD3262
Subject Title Interpreting for the Professions
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to train students to undertake simple
interpreting tasks This subject aims to help students build a
foundation for the development of essential skills in interpreting
between English and Chinese and vice versa It also uses ample
examples to familiarise students with the principles recurrent issues
and difficulties in interpreting guiding them along from an
introduction to fundamental communication issues in interpreting
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a distinguish the differences between translation and interpreting
b analyse and paraphrase the meaning in the source language
c acquire the skills of active listening and concentration
d acquire fundamental techniques and strategies essential to
interpreting and
e be able to perform interpreting tasks on topics from general areas
Subject Synopsis
Indicative
Syllabus
1 Orientation
- interpreting vs translation
- development of interpreting
- functions and features of different forms of interpreting
- quality assessment of interpreting
2 Codes of ethics
- fidelity
- confidentiality
- impartiality
3 Fundamental skills for interpreting
- active listening
- memory retention
- comprehension
- paraphrasing
- delivery
4 Drills of interpreting
- sight translation
- liaison interpreting
- short consecutive interpreting
32
TeachingLearning
Methodology
The subject will be delivered on a step-by-step basis Trainings on
fundamental skills of interpreting such as listening memorising
paraphrasing and delivering will be given to students at different
learning stages depending on the progress of students Given the
skill-based nature of the subject students will undertake in classes a
number of exercises that are designed to train specific interpreting
skills usually after teacherrsquos demonstration Peer evaluation and self
critiques will be used in order to take learners further into the
concepts skills and techniques
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Quiz-1 10
2 Mid-term quiz 30
3 Quiz-2 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Assessments are conducted regularly on a progressive manner
Assessment criteria include accuracy of delivery cohesion of
delivery intelligibility of delivery clarity of delivery and class
participation
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises
outside class 39 Hrs
Reading lecture notes and doing
interpreting assignments 39 Hrs
Total student study effort 117 Hrs
33
Reading List and
References Recommended Books References
Gile Daniel (2009) Basic Concepts and Models for Interpreter and
Translator Training John Benjamins Publishing Company
Jones Roderick (1998) Conference Interpreting Explained
Manchester St Jerome Publishing
Mason Ian (1999) Dialogue Interpreting Ian Mason St Jerome
Publishing
周兆祥 (1999)《口譯的理論與實踐》商務印書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
34
Subject Code SPD3263
Subject Title Introduction to Bilingual Communication
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
In Hong Kong it is a common practice especially in the corporate world
that the same message has to be presented in the appropriate language to
readers andor audiences who are either Chinese monoglots or English
monoglots or Chinese-English bilinguals This mode of communication
is not a form of translation and interpretation because it does not involve
a source message Besides communicative norms vary across languages
and between monolingual and multilingual contexts In this age of
globalisation where corporate functions are often done in more than one
language and involve personnel from more than one culture bilingual
communication could be a key to success in the corporate world This
subject together with SPD4559 attempt to prepare students for this
mode of communication in the workplace Specifically the focus of this
subject is to develop in students a grip on the conceptual resources
related to bilingual communicative norms and the conduct and content of
bilingual communication especially its integrated form
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a come to grips with the norms and principles of conducting
language-mediated communication in an age of globalisation
multilingualism and multiculturalism
b develop a communicative sense concerning when and where
monolingual norms or bilingual norms be used
c have a general idea about linguistic varieties and how this concept
relates to bilingual communication in corporate contexts
d the impact of the global spread of bilingualism and globalisation on
corporate communication
e how the emergence of bilingual varieties of communication relate to
the aforementioned developments
35
Subject
Synopsis
Indicative
Syllabus
1 conceptual resources underpinning an understanding of bilingual amp
cross-cultural communication
2 conduct amp content of bilingual communication
3 code choice in corporate communication in multilingual
metropolises
4 cross-lingual variation in communicative norms
5 bilingual mode of oral amp written communications in the private
sector
Teaching
Learning
Methodology
Matter that provides a conceptual grounding for the subject will be
delivered in a number of lectures Attempts to develop studentsrsquo grip of
these concepts will be made via in-class exercises
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks~
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 In-class written
exercises 25
2 In-class oral
exercises 25
3 Quiz 20
4 Subject report 20
5 Attendance amp
participation 10 NA
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Practices and Exercises 35 Hrs
Reading and Writing 35 Hrs
36
Total student study effort 109 Hrs
37
Reading List
and References Recommended (Introductory)
Bilbow G T (1996) Business speaking for Hong Kong Hong Kong
Longman Asia Ltd
Coastal Training Technologies Corporation (2002) Communications
intelligence Business etiquette Carlsbad CA CRM Learning
Luke K K amp Theodossia-Soula P (Eds) (2002) Eds Telephone
calls Unity and diversity in conversational structure across languages
and cultures Amsterdam J Benjamins
Marconi J (2004) Public relations The complete guide Singapore
Thomson
Schultz M Hatch M J amp Larsen M H (Eds) (2000) The
expressive organisation Linking identity reputation amp the corporate
brand Oxford Oxford University Press
Scholte J A (2000) Globalisation A critical introduction
Basingstoke Macmillan
Recommended (Advanced)
Gudykunst W B (2004) Bridging differences Effective intergroup
communication (4th
ed) Thousand Oaks California Sage Publications
Hofstede G (2001) Cultures consequences Comparing values
behaviors institutions and organisations across nations (2nd
ed)
Thousand Oaks California Sage Publications
Hofstede G Hofstede G J amp Minkov M (2010) Cultures and
organisations Software of the mind (3rd
ed) New York McGraw-Hill
References
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
中文資料
中國社科院語言研究所詞典編輯室 (2012) 現代漢語詞典 香港商
務印書館(香港)有限公司
中國社會科學院語言研究所 (2011) 新華字典 北京 商務印書館
吳光華主編 (2003) 新漢英辭典 上海 上海交通大学出版社
徐斌主編 (2003) 現代應用文寫作全書 西安 三秦出版社
張立民等編 (1994) 英漢對照應用文大全 南京 江蘇科學技術出版
社
楊正寬 (2002) 應用文 臺北 楊智文化事業股份有限公司
38
劉俊平 (2014) 應用文實戰手冊 先修班 臺北 三民書局股份有限
公司
蔣磊 (2000) 英汉習語的文化觀照与對比 荊州 武汉大学出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
39
Subject Code SPD3270
Subject Title Analysis of English
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject has the aim of acquainting the students with the structural
properties of the English language in a systematic way Context-related
properties will also be discussed so as to enable students to understand
the internal structures of the language through its use in real life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a demonstrate understanding of the basic structures of English and
their formation processes
b demonstrate that they grasp the basic techniques in segmenting and
representing the major structural patterns in English
c generalise and apply such knowledge and skills to the analysis of
newly-encountered English data
d develop critical and logical thinking
Subject
Synopsis
Indicative
Syllabus
1 Lexical Aspects
- Words and lexemes word categories
- Analysing English words base stem root affix morpheme and
its realisations inflection and derivation
- Word formation processes in English
2 Sentential Aspects
- Categories and structures of sentences clauses and phrases
- Phrases and their main characteristics head and dependents NP
DP AdjP AdvP PP VP
- Inflectional forms of verbs tense aspect mood
- Canonical and non-canonical clauses subject predicate
predicator object complement adjunct
- Sentence patterns and their graphic representations
Teaching
Learning
Methodology
This subject diverges from traditional approaches because it adopts a
data-driven context-oriented perspective in analysing the structural
properties of English
40
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Test-1 20
2 Test-2 20
3 Test-3 20
4 Final test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed through four tests which will assess the studentsrsquo
understanding of the grammatical theories taught and their ability to
apply such knowledge to the analysis of authentic English data
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 80 Hrs
Total student study effort 119 Hrs
Reading List
and References
Main Textbook
Huddleston Rodney and Geoffrey K Pullum (2005) A Students
Introduction to English Grammar Cambridge University Press
References for Further Study
Burridge Kate and Jean Mulder (1998) English in Australia and New
Zealand Oxford University Press
Carter Ronald Rebecca Hughes and Michael McCarthy (2000)
Exploring Grammar in Context Cambridge University Press
Coates Richard (1999) Word Structure Routledge
Gelderen Elly van (2010) An introduction to the grammar of English
41
John Benjamins Publishing Company
Leech Geoffrey and Jan Svartvik (2002) A Communicative Grammar of
English [The Third Edition] Longman
McCrum Robert William Cran and Robert MacNeil (2003) The Story
of English [The Third Edition] Penguin Books
Tallerman Maggie (2015) Understanding Syntax [The Fourth Edition]
New York RoutledgeTaylor amp Francis Group
Yule George (1998) Explaining English Grammar Oxford University
Press
陸國強 (1999)《現代英語詞彙學 ( 新版 )》 [Modern English
Lexicology the Revised Edition]上海外語教育出版社
章振邦 (1997) 《新編英語語法》(A New English Grammar) 上海外
語教育出版社第三版
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
42
Subject Code SPD4553
Subject Title English for Chinese Cultural Themes
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives To fulfil the English part of the Discipline-Specific Language
Requirement (DSLR) of the University by brushing up the use of
English for Chinese cultural themes
Intended Learning
Outcomes
Students are expected to be able to
a explain key features of Chinese culture in English
b use English as an effective tool for communication on various
Chinese cultural themes (eg traditional Chinese art literature
and philosophy)
c have an informed understanding of such communication
Subject Synopsis
Indicative
Syllabus
1 Principles for expressing in English Chinese culture loaded ideas
11 Fidelity vs recipient-friendliness
12 Means of re-presentation
121 Paraphrase
122 Annotation
123 Interpretation
124 Translation
125 Other means
2 Romanisation for Chinese and its pronunciation in English
21 Wade-Giles transliteration system
22 Mandarin Romanisation
23 Cantonese Romanisation
24 Pronunciation in English
3 Chinese-English glossaries in select areas
31 Chinese philology
32 Chinese society and politics
33 Chinese art and literature
34 Chinese religion
35 Chinese philosophy
36 Other areas
4 Essay-writing in the above select areas
43
TeachingLearning
Methodology
The subject will be conducted in highly interactive seminars so that
major Chinese issues and cross-cultural issues will be sufficiently
addressed In order to well expound the essential principles of the
subject (eg paraphrase interpretation annotation etc) case studies
and hands-on work will be supplemented under guidance of the
teacher whereas the assignments and in-class tests are designed to
encourage studentsrsquo active participation as well as to help develop
their critical thinking and writing ability
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Oral presentation 20
2 Essay writing
35
3 Attendance amp
class
participation
5
4 In-class tests 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 78 Hrs
Total student study effort 117 Hrs
Reading List and
References Main Readings
Chao YR 1969 ldquoDimension of Fidelity in Translation With Special
Reference to Chineserdquo Harvard Journal of Asiatic Studies 29 109-
130
Chao YR 1956 ldquoChinese Terms of Addressrdquo Linguistic Society of
America 32 (1) 217-241
Deeney John J 1995 ldquoTranscription Romanisation
Transliterationrdquo in Chan Sin-wai amp David E Pollard eds An
44
Encyclopedia of Translation Hong Kong Chinese University Press
1085-1107
Jin Di amp Nida Eugene 1984 On Translation Beijing China
Translation amp Publishing Corporation
Zhang Longxi 2010 ldquoThe Complexity of Differences Individual
Cultural and Cross-Culturalrdquo Interdisciplinary Science Reviews
35(3-4) 341-252
References for Further Study
Chan Wing-tsit 1973 A Source Book in Chinese Philosophy (4th
printing) Princeton Princeton University Press
Hodge B amp Kam Louie 1998 The Politics of Chinese Language
and Culture The Art of Reading Dragons New YorkLondon
Routledge
Introductions to Chinese Culture (30 vols) Cambridge amp New York
Cambridge University Press 2011
Kung-chuan Hsiao 1979 A History of Chinese Political Thought
New Jersey Princeton University Press
Quick References
DeFrancis John 2000 ABC Chinese-English Comprehensive
Dictionary Honolulu University of Hawaii Press
Hucker Charles O 1985 A Dictionary of Official Titles in Imperial
China Stanford Calif Stanford University Press
Kleeman Julie amp Yu Harry 2010 Oxford Chinese Dictionary
Oxford Oxford University Press
Journals
China Quarterly
China Journal
Early China
Journal of Chinese Religions
Journal of Chinese Studies
Modern China
Philosophy East amp West
Trsquooung Pao
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
45
46
Subject Code SPD4554
Subject Title Chinese and Bilingual Academic Inquiry
Credit Value 3
Level 4
Medium of
Instruction
Chinese (with English)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This subject aims to introduce students to the basic principles
strategies techniques and tools for Chinese and bilingual academic
inquiry and problem solving with emphasis on Chinese and bilingual
academic reading writing and information handling in support of
language-based academic and professional work This subject also
fulfils the Chinese part of the Discipline-Specific Language
Requirement (DSLR) of the University
Intended
Learning
Outcomes
Students are expected to be able to
a apply effective strategies and skills to academic reading and
writing in Chinese and bilingual contexts
b benefit from various resources both traditional and IT-oriented
for Chinese and bilingual academic inquiry
c evaluate select and deploy effectively IT tools for information
retrieval and data processing to support Chinese and bilingual
academic inquiry and problem solving
Subject Synopsis
Indicative
Syllabus
1 Orientation
- Language and culture
- Language and society
- Academic enquiry in a bilingual context
- To be academically inquisitive in a bilingual context
2 Intake of ideas in a bilingual context
- To read effectively
- Notes making as an aid to idea reception
3 Information handling in the bilingual context
- retrieval
- assessment
- classification and sorting
- further processing
4 Chinese and bilingual academic resources
- Traditional
- IT related
- Multi-media and hyper-media
47
5 IT tools for Chinese and bilingual information processing
- E-dictionaries and e-encyclopedias
- WWW and online library information retrieval
- Word-processing with the help of Microsoft Office
Teaching
Learning
Methodology
The subject will be conducted in interactive seminars supported with
computer-mediated demonstrations Class participation in the form of
continuous input by students will be encouraged to simulate problem
solving and solution enhancement environments
Online tutorial on academic integrity will facilitate studentsrsquo
self-learning at their own pace through a link within this subject
at moodlecpce-polyueduhk
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
method task
Weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Quiz 40
2 Homework 60
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed entirely through coursework consisting of two
quizzes and three pieces of homework Homework requires the
students to locate and solve a practical problem of academic inquiry
via making educated uses of whatever resources available The quizzes
are meant to consolidate the studentsrsquo basic understanding and skills in
Chinese and bilingual academic inquiry
Online Tutorial on Academic Integrity
To help students understand the importance of academic honesty and
learn ways to ensure that their work and behaviour at SPEED are
acceptable in this regard the Online tutorial on Academic Integrity is
included in this subject Students will need to complete the Tutorial
by Week 5 The Online Tutorial is part of the subject completion
requirement Students who fail to complete the Online Tutorial will
fail this subject
For students who have completed the Online Tutorial in another
subject they can be exempted from this requirement Proof of
48
completion (ie e-Certificate) is required
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Online tutorial on academic integrity 1 Hr
Readings and study 78 Hrs
Total student study effort 118 Hrs
Reading List and
References In Chinese (sorted in Pinyin)
费夫贺马尔坦 (李鸿志译) 《印刷书的诞生》 桂林 廣西師範
大學出版社 2007
羅樹寶 《說書 從獸骨到紙張的文字行旅》 台北 商周出版
2007
林玉山《工具書學概論》 廣州 廣東教育出版社 2004
王寧鄒曉麗 《工具書》 香港 和平圖書有限公司 2003
楊承運肖東發編 《北大學者談讀書》 北京圖書館出版社
2000
余嘉錫 (1884-1955) 《目录学发微 〈含古书通例〉》 北京 中
国人民大学出版社 2004
In English
Baez Benjamin and Boyles Deron The Politics of Inquiry Education
Research and the ldquoCulture of Sciencerdquo New York University of
New York Press 2009
Bergmann L S Academic Research and Writing Inquiry and
Argument in College Boston Longman 2010
Dunne M Pryor J and Yates P Becoming a Researcher A
Companion to the Research Process Maidenhead Open University
Press 2005
Flower L Learning to Rival A Literate Practice for Intercultural
Inquiry New Jersey Lawrence Erlbaum Associates Inc
Herring J E The Internet and Information skills A Guide for
Teachers and School Librarians London Facet Publishing 2004
Lester J D Writing Research Papers A Complete Guide (11th
ed)
New York Pearson Longman 2005
Long L and Long N Computers Information Technology in
Perspective Upper Saddle River Pearson Education Prentice Hall
2005
49
Lu Tonglin ldquoTransnationalism and Glocalisation in Chinese
Language and East Asian Cinemasrdquo China Review Vol 10 No 2
Fall 2010 1-14 (httpcupcuhkeduhkojsindexphpChinaReviewarticleviewFile24543404search= )
Lvovich N The Bilingual Self Inquiry into Language Learning
(PhD dissertation) Ohio Union Institute 1995
Nunan D and Choi Julie Language and Culture Reflective
Narratives and the Emergence of Identity New YorkLondon
Routledge 2010
Web Resources
中国语言文字网 httpwwwchina-languagegovcn
粵語審音配詞字庫
httphumanumartscuhkeduhkLexislexi-can
重編國語辭典修訂本
http1401113446newDictdictindexhtml
異體字字典 http140111140mainhtm
Chinese Character Dictionary汉字字典
httpwwwchinalanguagecomdictionariesccdict
《重訂標點符號手冊》修訂版與試用版內容對照表
httpwwwedutwfilessite_contentM0001haushioupdf
OneLook Dictionary Search httpwwwonelookcom
Online Dictionary for Library and Information Science
httplucomodlisaboutcfm
Google Scholar
httpscholargooglecom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
50
Subject Code SPD4557
Subject Title Integrated Study (Bilingual Studies)
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge
Indicative Area Subject Title
Bilingual Studies SPD3261 Introduction to Bilingual Studies
Translation amp
Interpreting SPD3189 Translation for the Workplace
SPD3262 Interpreting for the Professions
Linguistics SPD3260 Analysis of Modern Chinese
SPD3270 Analysis of English
Bilingual
Communication
SPD3263 Introduction to Bilingual
Communication
DSLR+
English SPD4553 English for Chinese Cultural
Themes
DSLR+
Chinese SPD4554 Chinese and Bilingual Academic
Inquiry +
Discipline-Specific Language Requirement subject
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject offers students an opportunity to integrate and apply
their language skills and knowledge of bilingual studies acquired on
the programme Students are expected to develop their critical
thinking skills by working independently to plan manage produce
and evaluate a detailed piece of work in one semester This subject
will provide studentsrsquo opportunities to evaluate and reflect critically
on their chosen area of study
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a identify a theoretical framework or model or practical problem
for investigation and study
b apply the language theories and knowledge of bilingual studies
acquired in the programme
c evaluate and reflect critically on the chosen topic and its
implications
d present findings recommendations andor results in a clear and
effective manner
51
Subject Synopsis
Indicative Syllabus
Students may choose to adopt different approaches for this
Integrated Study Some suggestions are as follows
1) Literature Review Approach students can discuss and analyse a
theoretical model or framework and conduct a critical review of
the literature in a particular area related to bilingual studies
OR
2) Practical Approach students can synthesise and apply what they
have learnt to manage a project based on an analysis of a
perceived need of a real business non-profit making
organisation
Other approaches are possible subject to the PEG approval
TeachingLearning
Methodology
A detailed project guideline will be provided to help the students
Each student will then be assigned to a supervisor who will provide
guidance throughout this project Specific consultation hours will
be arranged to facilitate students in this project Students are
required to develop and define a topic in consultation with the
supervisor submit a proposal and a progress report and at the end
submit a final report
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme Committee
The project will be assessed on the basis of proposal progress report
(including discussion and consultation with supervisor) and final
report
Assessment of proposal and progress report will focus on the
formative aspect of student performance and is appropriate for
intended outcomes 1 and 2 The final report accounts for 70 of
assessment and assessment is based on all four intended outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 100
1 Proposal 15
2 Progress report
(including discussion and
consultation with
supervisor)
15
3 Final report 70
Total 100
52
Student Study
Effort Expected Lecturer-student contact
Workshops 6 Hrs
Consultationsupervision 25 Hrs
Other student study effort
Self-study 120 Hrs
Total student study effort 1285 Hrs
Reading List and
References
References
Anderson J amp Poole ME (2002) Assignment and thesis writing
(4th
ed) Milton John Wiley amp Sons
Babbie E (2012) The practice of social research (13th
ed)
Cengage Learning
Bryman A (2011) Business research methods Oxford amp New
York Oxford University Press
Creswell J W (2007) Qualitative inquiry and research design
Choosing among five approaches (2nd
ed) Thousand Oaks CA
Sage Publications
Creswell J W (2008) Research design Qualitative
quantitative and mixed methods approaches (3rd
ed) Thousand
Oaks CA Sage Publications
Davis K A (1995) Qualitative theory and methods in applied
linguistics research TESOL Quarterly 29(3) 427-453
Doumlrnyei Z (2007) Research methods in applied linguistics
Oxford Oxford University Press
Doumlrnyei Z (2010) Questionnaires in second language research
Construction administration and processing (2nd
ed) New
York NY Routledge
Harmon C (2000) Using the internet online services and CD-
ROMs for writing research and term papers (2nd
ed) New York
amp London Neal-Schuman
Kumar R (2005) Research Methodology A step-by-step guide
for Beginners (2nd
ed) SAGE Publication
Merrigan G (2004) Communication Research Methods
Belmont CA WadsworthThomson Learning
Polonskey M J (2005) Designing and Managing a Research
53
Project A Business Studentrsquos Guide Thousand Oaks CA SAGE
Ruane J M (2005) Essentials of Research Methods A Guide to
Social Science Research Malden MA Blackwell
Silverman D (2013) Doing qualitative research A practical
handbook London SAGE
Zikmund W (2003) Business research methods (7th
ed) South-
Western of Thomson Learning
Additional papers and books relevant to the studentrsquos specific
project topic will be identified by the student or recommended by the
supervisor
54
Subject Code SPD3225
Subject Title Written English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build studentsrsquo competencies in
professional written English It is designed to enable students to
write in a crisp efficient professional style that gets the required
results by focusing on the readerrsquos needs and minimising any
chances of misunderstanding
Secondary objectives are to expand studentsrsquo range of language and
to improve accuracy tone and cohesion
Modern Professional Style will be analysed practised and mastered
to gain the benefits of precision of expression enhanced
relationships and accountability
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a analyse their readersrsquo needs and select information accordingly
b write concisely and without ambiguity of message
c create a positive impression through improved accuracy and
tone
d accomplish demanding writing tasks within desired timeframes
The above will include attention to and feedback on a range of
studentsrsquo written English skills
range of language
grammatical accuracy
organisation and coherence
toneappropriacy
55
Subject Synopsis
Indicative Syllabus
Part 1 Modern Professional Style for Email
Effective vs ineffective written communication
Being able to apply key principles and techniques of Plain English
Developing an awareness of the needs of the reader Critically
comparing the features of effective and ineffective written texts
Creating a reader-friendly document
Making key information stand out frontloading key information
using vertical lists and using parallel structure
Modern Professional Style
Using key principles and techniques such as conciseness and an
appropriate register (neutral style vs informal style)
Developing an appropriate tone
Creating a sincere professional image through vocabulary
selection grammatical voice and positive tone
Genre specific patterns
Recognising and applying appropriate patterns for a variety of
purposes particularly
Dealing with enquiries
Discussing and agreeing terms
Expressing dissatisfaction
Responding to customer problems
Linguistic range and accuracy
Being better able to select appropriate vocabulary and control
grammatical accuracy Being able to identify and correct common
errors in written texts
Part 2 Modern Professional Style for Reports
Applying the appropriate techniques from Part 1 to short reports
and proposals Being able to effectively select and organise relevant
information in order to write a well organised reader friendly report
or proposal
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the professional written English
Step 2 Students analyse texts and - with guidance - discover key
language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
56
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy tone
conciseness etc
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods tasks
weighting
Intended subject
learning outcomes
to be assessed
a b c d
Continuous Assessment 50
1 Communicating with
colleagues or customers 20
2 Short report or proposal 30
Examination (BULATS
Writing Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate in written English in a business
context The tasks also indirectly address in terms of content For
example the assessed tasks may require students to synthesise
business information from different functional units of an
enterprise discuss how best to deal with an ethical dilemma facing
an enterprise andor use their global outlook to decide the best way
to deal with a business-related communication task
Subject Intended Learning Outcomes (SILOs)
Each of the three assessment tasks allow the SILOs to be assessed
The assessed tasks are however different from each other in that
they elicit from students a range of relevant text types eg
responding to an enquiry expression dissatisfaction asking a
colleague for clarification writing a short marketing report etc
Each task is designed to elicit a representative sample of language
from which studentsrsquo range accuracy organisation coherence
and tone appropriacy can be assessed Task completion will also
be assessed written communication often has a specific objective
and whether or not a text achieves its objective needs to be
considered in awarding grades for communicative ability
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
57
Criteria and descriptors vary slightly between the formative tasks
and the BULATS Writing Test but the core underlying language
skills are very similar
Student Study
Effort Expected
Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Books References
Ashley A (2000) A handbook of commercial correspondence
Oxford Oxford University Press
Brock SL (2003) Better business writing techniques for
improving correspondence (4th
ed) Menlo Park CA Crisp
Learning
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Oxford
Macmillan
Bilbow Grahame T (2004) Business writing for Hong Kong (3rd
ed) Hong Kong Longman
Holt R D Grigor amp N Sampson (2004) Email International
business correspondence for all occasions Hong Kong
Macmillan
McCarthy M et al (2009) Grammar for business Cambridge
University Press
Mascull Bill (2010) Business vocabulary in use Advanced
Cambridge Cambridge University Press
Mascull Bill (2010) Business vocabulary in use Intermediate
Cambridge Cambridge University Press
Pile L (2004) E-mailing Addlestone UK DELTA Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
58
Subject Code SPD3226
Subject Title Spoken English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build a broad awareness of and develop
the spoken English communication skills that are increasingly
needed to achieve successful outcomes in a range of fairly
demanding work-related situations
This is a task-based subject in which students encounter a range of
simulated professional situations focussed on problem solving and
presentations The contexts are designed to provide opportunities to
introduce analyse and practise a range of functional language (eg
the language of negotiating options promising action clarifying
meaning etc) with particular attention to tone and register A
secondary objective is to expand studentsrsquo professional vocabulary
Intended Learning
Outcomes
On successfully completing this subject students will have the
language skills to be able to do the following in a professional and
appropriate manner
a establish a professional relationship in an appropriate manner
b contribute to and if necessary manage a problem-solving
meeting in a professional and appropriate manner
c present themselves their ideas and the products and services of
a company or organisation
d negotiate in a professional and appropriate manner
The above will include attention to and feedback on a range of
studentsrsquo spoken English skills
range of language
grammatical accuracy
pronunciationstressintonation
discourse management
interactive communication skills
59
Subject Synopsis
Indicative Syllabus
Communicating in Groups
Functional language for
contributing to meetings (eg asking for and giving opinions
dealing with interruptions clarifying etc)
managing meetings (eg setting objectives asking for
clarification keeping to the point summarising etc)
problem-solving (eg stating options balancing arguments
changing your approach etc)
decision making (eg making a suggestion expressing doubt
stating future action etc)
Presenting Persuasively
Functional language and communication techniques for
Laying solid foundations the start the finish signposting
Powerful techniques eg repetition rhetorical questions the
rule of three
Being positive and dramatic power words amp convincing
language storytelling and anecdotes
Handling questions paraphrasing questions answering
strategies
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the target language in realistic professional
contexts
Step 2 Students analyse audiovideo recordings and transcripts
and with guidance-discover key language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy pronunciation
etc
60
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
method tasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
50
1 Three- way problem-
solving discussion 25
2 Individual
presentation 25
Examination
(BULATS Speaking Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate more effectively and efficiently in
professional spoken English in a business context
Subject Intended Learning Outcomes (SILOs)
The three assessment tasks allow each of the 4 SILOs to be
assessed at least twice Each task is designed to elicit a
representative sample of language from which studentsrsquo range
accuracy discourse management pronunciation stress
intonation and interactive abilities can be assessed
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
Criteria and descriptors vary slightly from one assessed task to
another depending on the exact skill-set to be assessed but the core
underlying language skills are very similar
Student Study
Effort Expected Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
As this is a language skills subject it does not require extensive
academic reading but rather extensive exposure analysis and
practice Students may find the following sources useful
Recommended Books References
Allison J amp P Emmerson (2007) The business intermediate
studentrsquos book with DVD ROM Oxford Macmillan
Centre for Professional and Business English (2002) Business
61
English kit for HK executives common errors business writing
amp social English Hong Kong Economic Times
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Macmillan
Oxford UK
Mascull Bill (2002) Business vocabulary in use intermediate
Cambridge Cambridge University Press
Mascull Bill (2004) Business vocabulary in use Advanced
Cambridge Cambridge University Press
McCarthy M et al (2009) Grammar for business Cambridge
Cambridge University Press
Murphy R (2012) English grammar in use with answers A self-
study reference amp practice book for intermediate students of
English (4th
ed) Cambridge Cambridge University Press
Online Resources
General
BBC Learning English
wwwbbccoukworldservicelearningenglishgeneral
Presentations
Presentation Magazine wwwpresentationmagazinecom
PolyU ELC
httpelcpolyueduhkcillpresentationsordering_questionhtm
Podcasts
Business English Pod wwwbusinessenglishpodcom
English Pod wwwenglishpodcom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
62
Subject Code SPD4337
Subject Title English and Chinese in Contrast
Credit Value 3
Level 4
Medium of
Instruction
English (Chinese is used only when a Chinese term is referred to)
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Linguistic Knowledge in English and Chinese would be helpful for
deeper understanding of this course
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This is a comprehensive linguistic course highlighting the
differences between English and Chinese through a linguistic
study of both It aims to develop studentsrsquo awareness of the
contrastive linguistic differences and similarities in Chinese and
English With daily examples students should be able to identify and
analyse critically the structures and functions of these languages and
apply the subject knowledge to solve linguistic problems encountered
in professional and workplace discourses and in daily communication
situations This subject will also encourage studentsrsquo examination of
the intercultural linguistic difference between the east and the west as
well as the intra-cultural differences within the Greater China region
essential to translation and other integrated use of English and
Chinese for professional communication
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a recognise the significance of contrastive analysis in professional
communication
b develop an understanding of the linguistic differences and
similarities between Chinese and English
c identify and analyse critically the structures and functions of these
languages
d apply the subject knowledge to the explanation of linguistic
phenomena encountered in professional discourses and in day-to-
day communication situations
e examine the intercultural difference between the east and the west
as well as the intra-cultural differences within the Greater China
region linguistically essential to translation and other integrated
use of English and Chinese for professional communication
63
Subject Synopsis
Indicative
Syllabus
Overview of Contrastive Analysis
Introduction to contrastive analysis in linguistics function and
importance of contrastive analysis in linguistics evolution of and
philosophies behind the Chinese and English languages
Linguistic Differences and Similarities between Chinese and
English
Fundamental Linguistic characteristics of English and Chinese
contrastive study of English and Chinese phonetics and phonology
word formation morphology grammar syntax semantics
Cross-cultural Translation and Communication
Translation skills (order form structure) language of respect and
humanity face politeness conventional cognition of English and
Chinese
Teaching
Learning
Methodology
Lectures will introduce and explain the principles and various
approaches to contrastive language studies with specific reference to
examples drawn from the greater China region and the English-
speaking countries wherever appropriate and invite sharing of
observations through group discussion
Tutorials provide students the opportunity to deepen their
understanding of the concepts taught in lectures and to understand the
linguistic differences and similarities between Chinese and English as
well as cultural differences in Chinese and English through tutorial
exercises student presentations and group discussions
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d e
Continuous Assessment 60
1 Group project with
individual components 35
2 Mid-term test 15
3 Participation and in
class work 10
Examination 40
Total 100
64
Student Study
Effort Expected Class contact
Lecture 26 Hrs
Tutorial 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
Yule G (2010) The study of language (4th
ed) UK Cambridge
University Press
潘文國 (2013) 漢英語言對比概論 北京 商務印書館
References
Chen D (2011) Contrastive linguistics between Chinese and
English Beijing Foreign Language Teaching and Research Press
Hatim B (1997) Communication across cultures Translation theory
and contrastive text linguistics Exeter Exeter University Press
Nida E A (1993) Language culture and translating Shanghai
Shanghai Foreign Language Education
Snell-Hornby M (2001) Translation studies An integrated
approach Amsterdam John Benjamins
何善芬 (2002) 英漢語言對比研究 上海 上海外語敎育出版社
卉君 (1993) 漢語基本知識 香港 商務印書館
黃伯榮 amp 廖序東 (2011) 現代漢語 北京 高等教育出版社
金惠康 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
李德津 amp 程美珍 (2008) 外國人使用漢語語法 (修訂本) 北京
北京語言大學出版社
蕭立明 (2010) 英漢比較硏究與翻譯 上海 上海外語敎育出版
社
陳定安 (1997) 英漢比較與翻譯 香港 商務印書館
王武興 (2003) 英漢語言對比與翻譯 北京 北京大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
65
Subject Code SPD4346
Subject Title Translation for the Media
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Basic knowledge in SPD3189 Translation for the Workplace or
equivalent
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject introduces to the students the features and practices of
the media industry in Hong Kong and important concepts and
techniques in the translation of media documents including news
reports magazine articles web pages etc It provides sufficient
practice to help students acquire hands-on experience and essential
skills to develop expertise in media translation
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the features and practices of the media industry in Hong
Kong
b analyse different formats and styles of English and Chinese
media texts and
c form and apply appropriate approaches and strategies for
translation tasks of different media texts
Subject Synopsis
Indicative Syllabus
Features and Practices of Media Industry in Hong Kong
Todayrsquos media Functions of the mass media Fundamental
considerations of media translation Tasks of a media translator
Characteristics of Media Language
Nature of media language Semantic level Syntactic level Rhetoric
level Features of English and Chinese media writings
Translation Skills Approaches and Strategies for Media
Documents
Transliteration literal translation liberal translation and combined
translation Addition omission repetition reversion and
rearrangement of words and expressions Balance of accuracy
fluency and expressiveness Adapting editing and re-writing texts
Translation for Printed Media
Translation strategies and approaches for different types of printed
media writings including news reports magazine articles editorials
etc
66
Translation for Electronic Media
Translation strategies and approaches for different types of
electronic media writings including TV and radio broadcast
internet etc
TeachingLearning
Methodology
Lectures focus on the introduction and explanation of translation
theories and concepts with specific reference to different media
documents wherever appropriate Group discussions are arranged
regularly Tutorials provide students with the opportunity to deepen
their understanding of the concepts taught in lectures and to apply
the theories in practice The activities in tutorials normally include
discussion practice and presentation related to both the source text
and the target text of media documents
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments (eg
test reflective journal case
study)
20
3 Group assignments (eg
project report research
paper)
10
4 Class participation 10
Examination 40
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
67
Reading List and
References
Recommended Textbook
There is no prescribed textbook This is a dynamic course which
mainly involves current media documents in Hong Kong Lecture
summary and supplementary notes may be distributed from time to
time
References
Ho W K (2001) Media translating In An Encyclopedia of
Translation Chinese-English eds Chan Sin-wai amp David E
Pollard (pp 651 ndash 657) Hong Kong The Chinese University Press
Itule BD amp Anderson DA (2007) News writing and reporting
for todayrsquos media (7th
ed) New York McGraw Hill
McLoughlin L (2000) The language of magazines London
Routledge
Reah D (2002) The language of newspapers (2nd
ed) London
Routledge
朱伊革 (2007) 英語新聞的語言特點與翻譯 上海 上海交通大
學出版社
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版
金惠香 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
康照祥 (2005) 媒體識讀 臺北 揚智文化
端木義萬 (2000) 傳媒英語研究 北京 中國社會科學出版社
廖柏森 (2007) 新聞英文 閱讀與翻譯技巧 臺北 眾文圖書公
司
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
賴蘭香 (2012) 傳媒中文寫作 香港 中華書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
68
Subject Code SPD4468
Subject Title Writing for Marketing and Public Relations Purposes in English
Credit Value 3
Level 4
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Marketing Management and Public Relations
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject stresses the importance for marketing and PR
professionals to communicate effectively to their target audiences
It equips students with the essential conceptual and analytical skills to
enable them to write a range of effective marketing and PR materials in
English which observe common textual conventions used by
professional marketing and PR writers
The primary focus is on creating effective advertisingpromotional
copy and effective media releases as these are the most common ways
of reaching a target audience Students will also become acquainted
with other text types including backgrounders brochures and broadcast
scripts
Recent technological changes are covered to give students an
understanding of how technology has impacted written communication
skills in the marketing and PR industries
Intended
Learning
Outcomes
Upon successful completion of this subject students will be able to
a identify the intended public and the nature of various media in
planning and writing marketing and PR text
b apply marketing and public relations writing skills to produce
effective promotionaladvertising copy and press releases that reach
their target audience with the desired effect
c recognise and understand legal and ethical problems associated
with marketing and public relations writing and adjust writing style
to avoid these and
d proofread a range of marketing and public relations texts to
improve accuracy by identifying a range of common grammatical
errors
69
Subject
Synopsis
Indicative
Syllabus
The subject develops studentsrsquo awareness of how a range of effective
marketing and PR texts are constructed and helps them develop their
own professional writing skills to produce texts with similar features
It uses genre analysis to analyse the lsquomovesrsquo used by effective
marketing and PR writers in a range of markets and media and
provides many opportunities for students to produce and critically
evaluate their own texts
PART 1 Before you Start Writinghellip
a) Setting communication objectives
Adopting a problem-solution mindset
Defining your target audience
Defining what you want your writing to achieve
b) Considering legal and ethical issues
Defamation
Privacy
Inclusiveness
Gender-neutral writing
lsquoGreenwashrsquo
PART 2 Writing Copy that Sells
a) Key lsquomovesrsquo of successful promotionaladvertising texts
Getting the readerrsquos attention and holding it
Writing from the readerrsquos point of view
Putting human benefits before features
Identifying your USP
Establishing your credibility
Showing that the value exceeds the price
Telling the reader what to do next
Giving the reader a reason to act now
Creating a compelling headlinetagline
b) Critical evaluation of a range of authentic promotionaladvertising
texts in different media
c) Analysis of common linguistic errors in promotionaladvertising
texts written by Chinese L1 writers
PART 3 Writing Successful Media Releases
a) Key lsquomovesrsquo of successful media releases
Identifying a strong news angle
Getting the story into the lead paragraph
Adding high-impact quotes
Creating a compelling headline
Maintaining an objective and neutral tone
b) Critical evaluation of a range of authentic media releases
c) Analysis of common linguistic errors in media releases written by
Chinese L1 writers
70
Teaching
Learning
Methodology
The approach to teaching and learning will incorporate
a) guided discovery
b) skills development in focused tasks and
c) opportunities for students to demonstrate individually their
improved competence
Class time will focus on a discovery-based approach in which students
through guided analysis of model texts will critically evaluate a range
of successful (and occasional unsuccessful) marketing and public
relations copy to identify key features
Students will go on to develop their ability to incorporate these
features into their own writing apply their understanding by
synthesising a range of writing techniques and skills to produce
effective texts of their own in group and individual writing activities
There will be a balance between group work and individual
participation Group work will prepare students to work effectively
with other team members Individual writing tasks and other tasks will
develop a sense of personal responsibility for the quality of their own
communication
Students are expected to read widely on the subject The lecturer will
direct students to one or more specific articles that consolidate and
expand the skill(s) that have been covered that week Alternatively
students may be expected to read some of the theoretical material
before class and come to class already informed of key principles
There is no distinction between lectures and tutorials for this subject
71
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Final Examination 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to approval of the School Programme Committee
Student Study
Effort Expected
Class contact
Lessons 39 Hrs
Self-study and class preparation 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbook
The material is based on the work that the Centre for Professional and
Business English (CPBE) of PolyU carries out with organisations and
working adults in Hong Kong Students will receive the core course
material in two in CPBE-written modules
Part A Writing Copy that Sells
Part B Writing PR Copy
72
References
Aronson M Spetner D amp Ames C (2007) The Public Relations
Writers Handbook The Digital Age 2nd Edition San Francisco
JosseyBass
Bivins T H (2013) Public Relations Writing The Essentials of Style
and Format 8th
Edition McGraw-Hill
Bly RW (nd) The Fundamentals of Persuasive Writing Retrieved 15
December 2015 from wwwblycomPagesdocumentsTFOPWhtml
Farrall C and Lindsley M (2008) Professional English in Use
Marketing Cambridge Cambridge University Press
Harrington J (2015) RIP press releases hello integration and
goodbye PR Welcome to the future of our industry Retrieved 15
December 2015 from wwwprweekcomarticle1366952rip-press-
releases-hello-integration-goodbye-pr-welcome-future-industry
Hayden CJ (2009) Increase Your Signal-to-Noise Ratio Retrieved 15
December 2015 from wwwgetclientsnowcomsignal-to-noise-
ratiohtm
Makepeace C (2009) How to Create a Killer Ad Retrieved 15
December 2015 from
wwwmakepeacetotalpackagecomarchiveshow-to-create-a-killer-ad
Rich C (2012) Writing and Reporting News 7th ed Belmont
California Wadsworth
Ross K (2015) How to Write a Press Release in One Easy Lesson
Retrieved 15 December 2015 from wwwkayrosscompress-
releasehtml
Ross K (2015) Why Should I Visit Your Website - And Why Should I
Stick Around Retrieved 15 December 2015 from
wwwkayrosscomwhy-websitehtml
Schermerhorn M (2005) Writing Great Website Sales Copy
Retrieved 15 December 2015 from httpezinearticlescomWriting-
Great-Website-Sales-Copyampid=36763
Scott DM (2013) The New Rules of Marketing amp PR How to Use
Social Media Online Video Mobile Applications Blogs News
Releases and Viral Marketing to Reach Buyers Directly Hoboken NJ
John Wiley amp Sons
Smith R D (2008) Becoming a Public Relations Writer A Writing
Process Workbook for the Profession 3rd ed Routledge
73
Swain JW amp Swain KD (2014) Effective Writing in the Public
Sector Armonk USA Routledge
Whitaker W R Ramsey J E and Smith R D (2012) Media writing
print broadcast and public relations 4th ed New York Routledge
Wilcox D L (2012) Public Relations Writing and Media
Techniques 7th ed Pearson
Yopp J J and McAdams K (2014) Reaching Audiences a Guide to
Media Writing 6th ed Boston Allyn amp Bacon
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
74
Subject Code SPD4556
Subject Title Languages in Contemporary Societies
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to help the students to understand the
social nature of language to be keenly aware of the product and process
of languages in contact and cross-language influence in the accelerated
globalising society and to be able to apply the sociolinguistic knowledge
learned in class to analyse and evaluate language use in various social
and cultural contexts
Intended
Learning
Outcomes
Students are expected to be able to
a Articulate the social nature of language and the role of language in
both reflecting and constructing a speakers social identity
b Acquire acute awareness and understanding of the dynamics of
language variation and change in multilingual and multicultural
societies
c Appraise critically language-related issues and exercise critical
judgment in evaluating language use in various social and cultural
contexts
d Apply sociolinguistic knowledge to describe and explain the
phenomena of human interaction the students encounter
e enhance critical thinking in the course of study a theoretical subject
socio-linguistics
f enhance biliteracy and trilingualism by virtue of a deeper
understanding of language use in cosmopolitan multi-lingual cities
like Hong Kong
Subject
Synopsis
Indicative
Syllabus
1 Language and social identity
2 Bilingualism and diglossia
3 Societal multilingualism
4 Code-mixing and code-switching
5 Linguistic variation and change
6 Language culture and thought
7 Register genre and style
8 Language and internet development
9 New Media Literacy
75
Teaching
Learning
Methodology
Theory and practice will be fully integrated throughout the subject In
addition to the provision of key concepts of the subject and guidance on
applications highly interactive seminars are designed to encourage
active participation from the students in classroom discussion
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation 20
2 Quiz 20
3 Term paper 40
4 Class participation 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed by presentation quiz and term paper While
the quiz assesses the studentsrsquo grip of the subject matter of a general
nature the presentation and term paper will involve applying the
conceptual resources learned in the subject to describe critically
evaluate and explain some samples of language use in society Besides
the participation tutorial encourages the students to participate actively
in discussion and critically responds to the teacher and fellow classmates
in academic debates
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Supervised studies group work 35 Hrs
Library search fieldwork own research 35 Hrs
Total student study effort 109 Hrs
76
Reading List and
References Aitchison Jean and Diana M Lewis (ed) 2003 New Media
Language London Routledge
Auer Peter (ed) 2007 Style and Social Identities Alternative
Approaches to Linguistic Heterogeneity New York Mouton de
Gruyter
Bonvillain Nancy (2014) Language culture and communication
the meaning of messages [The Seventh Edition] Upper Saddle
River NJ Pearson
Claika Elaine 1994 Language The Social Mirror (3rd Ed) Heinle
amp Heinle
Deborah Tannen and Anna Marie Trester (ed) 2013 Discourse 20
language and new media Washington DC Georgetown University
Press
Eckert Penelope amp Sally McConnell-Ginet 2013 Language and
Gender [The Second Edition] Cambridge University Press
Fasold Ralph 1996 The Sociolinguistics of Language Oxford
Basil Blackwell
Holmes Janet 2013 An Introduction to Sociolinguistics [The
Fourth Edition] Longman
Wardhaugh Ronald (2015) An Introduction to Sociolinguistics
[The Seventh Edition] Chichester John Wiley amp Sons Inc
Stockwell Peter 2007 Sociolinguistics A Resource Book for
Students Routledge
教育部語言文字信息管理司組編《中國語言生活狀況報告》
2005 2006 2007 2008 2009 2011 北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
77
Subject Code SPD4558
Subject Title Applied Translation Studies
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to produce students who understand the factors
involved in communication across two languages who have an
awareness of the different levels of meaning in a text who can use this
awareness to evaluate both source texts and their translations who
have an awareness of basic issues concerning translation as a
profession It will also assist students to examine texts and analyse the
linguistic and sociolinguistic issues underlying communication across
cultures
Intended
Learning
Outcomes
Students are expected to be able to
a understand linguistic and cultural issues in translation
b analyse texts from the point of view of a translator
c identify translation problems in relation to syntax lexis function
and cultural issues to classify them and to find solutions
d translate texts of various types using appropriate strategies and
procedures
e become thinking translators
f students are expected to develop the ability of critical thinking and
cultural appreciation
Subject
Synopsis
Indicative
Syllabus
1 introduction- what translation studies does
2 science of translationmdashlinguistic approach to translation
3 dynamic equivalence
4 type reader translator strategy (functionalist approach)
5 text analysis in translation
6 translation procedures
7 translation of metaphor
8 translation of terminology
9 cultural issues in translation
10 multilingualism in a monolingual text
11 translation in the context of bilingualism and biculturalism
78
Teaching
Learning
Methodology
This subject will be conducted in lectures and seminars Assignments
will be designed to provide tasks which encourage and develop critical
analysis and evaluation as well as encourage and develop the
discussion of their own work and existing translations
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 One paper 80
2 Class
participation
amp paper-conducting
20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed in the form of essays describing
translation problems encountered by the students using theories learned
in class and readings and analyse existing translations
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Peter Newmark A Textbook of Translation (New York Prentice Hall
1988) Eugene A Nida ldquoDynamic Equivalence in Translationrdquo in An
Encyclopaedia of Translation (Hong Kong Chinese University Press
1995) pp223-230
Jin Di ldquoEquivalent Effect in Translationrdquo in An Encyclopaedia of
Translation (Hong Kong Chinese University Press 1995) pp231-234
Roman Jakobson ldquoOn Linguistic Aspects of Translationrdquo Theories of
Translation eds Rainer Schulte and John Biguenet (Chicago and
London University of Chicago Press 1993) pp 144-151
Marilyne Rose ldquoTranslation Types and Conventionsrdquo Translation
Spectrum ed Marilyne Rose (Albany State University of New York
Press 1981) pp31-40
Katharina Reiss ldquoText Types Translation Types and Translation
79
Assessmentrdquo Readings in Translation Theory ed Andrew Chesterman
(Helsinki Oy Finn Lectura Ab 1989) pp106-115
Juliane House ldquoTranslation Quality Assessmentrdquo Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 157-161
Christiane Nord Translation as a Purposeful Activity St Jerome
(1997)
Marrlyne Rose ldquoTime and Space in the Translation Process in
Translation Spectrum pp 1-7
Vinay amp Darkelnet ldquoTranslation Proceduresrdquo in Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 61-69
Jin Di amp Eugene Nida On Translation 中國對外翻譯出版公司
1984
JC Catford A Linguistic Theory of Translation Oxford Univ Press
1965
孫述宇金聖華《英譯中》香港中文大學校外進修部
1975
張培基等《英漢翻譯教程》上海瓦與教育出版社2007
譚載喜《新編奈達論翻譯》北京對外翻譯出版公司1999
劉靖之ldquo重神似不重形似rdquo《翻譯論集》(香港三聯書店
1989) pp1-15
羅新璋 ldquo我國自成體系的翻譯理論rdquo《翻譯論集》(香港商務
印書館1989) pp1-19
林語堂 ldquo論翻譯rdquo 《翻譯論集》(香港三聯書店1989)
pp32-47
趙元任ldquo論翻譯中信達雅的信的幅度rdquo《翻譯論集》(香
港三聯書店 1989)pp48-63
陳西瀅 ldquo論翻譯 rdquo《翻譯論集》(北京商務出版社
1989)pp 400-408
曾虛白ldquo翻譯中的神韻與達rdquo《翻譯論集》(北京商務出版
社 1989)pp 409-416
80
傅雷ldquo翻譯與臨畫 mdash《高老頭》重譯本序rdquo 《翻譯論集》(香
港三聯書店1989) pp 68-69
傅雷關於翻譯的通信《翻譯論集》(香港三聯書店1989)
pp 70-78
錢鍾書ldquo林紓的翻譯rdquo《翻譯論集》(香港三聯書店1989)
pp 302-332
黃宣範ldquo翻譯的語言基礎rdquo《翻譯與語意之間》(台北聯經出
版事業公司1993)pp217-242
《翻譯季刊》香港翻譯學會
《中國翻譯》中國翻譯者協會
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
81
Subject Code SPD4559
Subject Title Bilingual Communication Workshop
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The aim of this subject is to achieve better co-ordination and
integration for the learning of Chinese (including Putonghua) and
English among the students and to better prepare students for
professional environments where the two written codes and three
spoken languages will be either simultaneously interchangeably or
integratively used It is believed that such environments are the
norm in both the private and public sectors of Hong Kong and that
graduates from this programme will be expected to assume as
executives the role of linguistic brokers or intermediaries in these
environments
This subject focuses on enhancing studentsrsquo biliterate and trilingual
skills as well as integrated bilingual communication via a lsquolearning
by doingrsquo approach whereas SPD3263 focuses on developing
studentsrsquo grip on the conceptual resources related to bilingual
communicative norms and the conduct and content of bilingual
communication especially its integrated form
Intended Learning
Outcomes
Students are expected to be
a knowledgeable of the types and features of bilingual
communication in both the private and public sectors
b skilled in parallel drafting of documents in both Chinese and
English and in integrated forms of bilingual communication
c able to conduct a range of acts of verbal and non-verbal
communication such as speech opening amp closing
complimenting amp toasting informational probing amp querying
criticising amp self-defending in a professional manner in cross-
cultural and professional contexts
d bilingual norms of language-mediated communication
e communicative norms of inter-cultural communication
f rhetorical tasks involving queries critique ampor lobbying
82
Subject
Synopsis
Indicative
Syllabus
1 making amp defending a case in both Cantonese Putonghua amp
English
2 conducting parallel case documentation in both Chinese and
English
3 making queries in Cantonese Putonghua and English
4 conducting integrated bilingual communication
Teaching
Learning
Methodology
This subject will be conducted in a highly interactive workshop mode
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks~
weighting
Intended subject learning outcomes to
be assessed
a b c d e f
Continuous
Assessment
100
1 Three oral
exercises 55
2 Two written
exercises 35
3 Feedback
given as a
consultant^
10
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
As an advocate (25) as a fact-finder (10) as a critic (20)
^ Consultant is a role-play position in the simulated class exercises The role
of the consultant in class exercises is to offer helpful suggestions to other
players for improvement This part of assessment is a minor class work
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Guided Supervision 13 Hrs
Other student study effort
Preparation amp Practices 35 Hrs
Writing Exercises 35 Hrs
Total student study effort 109 Hrs
83
Reading List and
References References
Argenti P (2007) Corporate communication (4th
ed) New York
NY McGraw-HillIrwin
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
Chaney LH amp Martin JS (2014) Intercultural business
communication (6th ed) Upper Saddle River NJ PearsonPrentice
Hall
John Sinclair (Eds) (2011) Collins Cobuild English dictionary for
advanced learners Bishopbriggs Glasgow HarperCollins
Mascull B (2010) Business vocabulary in use Advanced (2nd
ed)
Cambridge Cambridge University Press
Mascull B (2010) Business vocabulary in use Intermediate (2nd
ed) Cambridge Cambridge University Press
中國社科院語言研究所詞典編輯室 (2016) 現代漢語詞典 香港
商務印書館
中國社會科學院語言研究所 (2011) 新華字典(第 11 版) 北京
商務印書館
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
香港理工大學中文及雙語學系 (2010) 理大實用中文寫作手冊
香港 香港理工大學中國語文教學中心
陸谷孫(2008)英漢大詞典 上海上海譯文出版社
經濟日報出版社 (2002) 中國商務應用文書手冊 香港 經濟日
報出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
84
Subject Code SPD4563
Subject Title Chinese Media in the Bilingual Context
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject presents and explores issues of bilingualism and
multiculturalism in Chinese media practice in the accelerated globalising
and pluralistic societies of today utilising conceptual resources from
bilingualism and discourse analysis The students are encouraged to
reflect and generalise the use of language and languages in media
discursive practice and to apply and extend their creative and critical
thinking capacity as well as their bilingual knowledge and skills through
analysing and practicing different media genres in Hong Kong and the
related Cultural China regions
Intended
Learning
Outcomes
Students are expected to be able to
a acquire a good understanding of the sociocultural and
sociolinguistic characteristics of Chinese media in Hong Kong and
its related Cultural China regions
b appraise critically language-related issues of media communication
in the accelerated globalising and digitalising world
c develop further bilingual knowledge and skills with an appropriate
usemix of signs styles and symbols for Chinese media production
in a pluralistic society
d develop critical and creative thinking via analysing and producing
different media products in Hong Kong and the related Cultural
China region
e develop integrated biliteracy and trilingualism with heightened
awareness and appreciation of the multilingual and multicultural
mix in Hong Kong and the related Cultural China regions
Subject
Synopsis
Indicative
Syllabus
1 Globalisation localisation and the development of Chinese media
2 Orality and literacy in Chinese media
3 New words and formation in Chinese media
4 Codemixing and codeswitching in Chinese media
5 Intertextuality and hybridity in Chinese media
6 Stylistic variations and changes in Chinese media
7 Signs and Symbols in Chinese media
8 Ideology and image transformation in Chinese media
85
Teaching
Learning
Methodology
The subject will be divided into lectures and seminars Lectures will
cover the major themes in the broadest form while seminars will
concentrate on the special topics andor case studies A combination of
various exercises including presentation class discussion and media
work production will be utilised to maximise the learning outcomes for
the students Tutorial sessions will be arranged to assist students to
complete their assignments satisfactorily
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e
Continuous
Assessment
100
1 Presentation 20
2 Class
participation 15
3 Media
production 45
4 Quiz 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Seminars 13 Hrs
Other student study effort
Readings amp Discussion 30 Hrs
Writing amp problem-solving tasks 50 Hrs
Total student study effort 119 Hrs
86
Reading List
and References
Baran Stanley J 2007 Introduction to Mass Communication Media
Literacy and Culture (Updated 4th ed) New York McGraw-Hill
Chan K J W Walls and D Hayward 2007 (ed) East-West
Identities Globalisation Localisation and Hybridisation Boston
Brill
Craig T J and R King 2002 Global Goes Local Popular Culture in
Asia Hong Kong Hong Kong University Press
Li David CS 1996 Issues of Bilingualism and Biculturalism A Hong
Kong Case Study New York Peter Lang
Lee CC JM Chan Z Pan and CY K So 2002 Global Media
Spectacle News War over Hong Kong New York State University of
New York Press
Machin D amp T V Leeuwen 2007 Global Media Discourse A
Critical Introduction New York Routledge
Meinhof U amp J Smith 2000 Intertextuality and the Media From
Genre to Everyday Life New York Manchester University Press
Wu D D (ed) 2008 Discourses of Cultural China in the Globalising
Age Hong Kong Hong Kong University Press
Lee Francis L F (2014) Talk radio the mainstream press and public
opinion in Hong Kong Hong Kong Hong Kong University Press
王建華主編 2006《資訊時代報刊語言跟蹤研究》杭州浙
江大學出版社
吳東英 許謙文 2000 方言變異還是語體變異 內地與香港娛
樂新聞的語篇差異分析《中國語文》第一期35-41頁
吳東英秦秀白吳柏基2004香港報刊語言口語化的表現形
式和功能《當代語言學》 第3期248-256頁
俞旭郭中實黃煜主編(1999)《新聞傳播與社會變遷》香
港中華書局
鄭慶君 2007《手機短信中的語言學》長沙湖南大學出版
社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
87
Subject Code SPD4564
Subject Title Classical Chinese for Today
Credit Value 3
Level 4
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help our student to break the language barrier that
prevents them to access the civilisation of Ancient China recorded in the
textual forms It enables students to acquire reading ability in Classical
Chinese by adopting the principled systematic approach devised by Wang
Li and his team at Peking University to the acquisition of Classical
Chinese on the part of undergraduate students The essence of this
approach is the division of teaching materials into three parts namely (1)
texts (2) basic vocabulary (3) grammatical patterns and relevant
knowledge with a strong sense of striking a balance between maximising
the utility of each of these three parts and integrating the three as far as
practicable
Intended
Learning
Outcomes
Students are expected to be able to
a acquire sufficient vocabulary to understand Classical Chinese
b acquire the basic grammatical features that are commonly found in
Classical Chinese
c make use of dictionaries and reference works that are instrumental
in studying Classical Chinese source material
d generalise and apply the knowledge acquired to comprehend newly-
encountered texts
e translate Classical Chinese into modern Chinese
f appreciate the historical developments of Chinese language
g relate the classical texts to the cultural historical philosophical and
social evolutions in China
h develop critical and logical thinking through learning Classical
Chinese in a systematic manner
i acquire life-long learning skills through the application of
dictionaries and reference works in the study
j enhance the appreciation of traditional Chinese civilisation
including culture history and philosophy
k identify the influences of traditional Chinese civilisation on the
contemporary world
l have a better sense of historic-national identity and responsibility
88
Subject
Synopsis
Indicative
Syllabus
A Selected Texts
1 Pose Zuozhuan (左傳) Mencius (孟子) Lunyu (論語)
Zhuangzi (莊子) Xunzi (荀子) Han Fei Zi (韓非子)
Zhanguoce (戰國策) Sun Zi (孫子兵法) Shiji (史記)
Hanshu (漢書)
2 Poem Shijing (詩經)Chuci (楚辭)Tangshi (唐詩)
Songci (宋詞)
B Vocabulary
1 The basic meanings and the extended meanings of the
lexical items found in the selected text
2 The synonyms and related words of the lexical items
3 The semantic change of the lexical items in the history of
Chinese language
C Grammatical features
1 Sentence types and their markers
2 Passive versus active sentences
3 Lexical categories Pronouns Connectives prepositions
adverbs and particles
4 The functional shift of lexical categories in Classical
Chinese
5 Word Order in Classical Chinese
D Relevant Knowledge
1 Major dictionaries and reference works in studying
Classical Chinese
2 The metrical patterns in poems and verses
3 The family names and personal names in Ancient China
4 The official titles Ancient China governments
5 The rituals and festivals of Ancient China
6 The astronomical calendar adopted in Ancient China
Teaching
Learning
Methodology
In addition to lectures provided by the subject teacher students will be
required to apply the taught skills to solve problems in understanding
Classical Chinese on their own Critical discussion on the different
commentaries and annotations of the selected texts will be held
Presentations on the socio-cultural aspects of Ancient China will also be
required
89
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes to be assessed
a b c d e f g h i j k l
Continuous
Assessment
50
Examination 50
Total 100
Continuous assessment items andor weighting may be adjusted by the subject
lecturer subject to the approval of the School Programme Committee
The subject will be assessed by assignments and examination The take-
home assignments assess the respective knowledge and skills for the subject
while the final examination assesses studentsrsquo vocabulary size
comprehension ability and translation skills of Classical Chinese
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self studies 60 Hrs
Course work (total 3) 9 Hrs
Total student study effort 108 Hrs
Reading
List and
References
王力主編2006《古代漢語》(校訂重排本)一至四冊北京中華
書局
張世祿2004《古代漢語教程》(修訂版)上下冊上海復旦大學
出版社
王力1984《談談學習古代漢語》濟南山東教育出版社
王力編2000《王力古漢語字典》北京中華書局
王政白1992《古漢語同義詞辨析》合肥黃山書社
楊伯峻何樂士2001《古漢語語法及其發展》(修訂本)北京
語文出版社
村夫向東1985《古漢語語法手冊》太原山西人民出版社
周振甫2004《怎樣學習古文》北京中華書局
張中行2007《文言津逮》北京中華書局
The Reading List and References are indicative Relevant reading materials
will be suggested and assigned from time-to-time when they are deemed
90
appropriate
91
Subject Code SPD4565
Subject Title Communications in Greater China
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
Greater China is a political plurality and is multicultural with policies
and practices of communications varying from polity to polity This
subject will provide students with a survey and understanding of the
social and media characteristics and the communicative norms that are
essential for interpreting evaluating and designing corporate
communication materials related to media relations in the region
Conceptual resources from global communication and cross-cultural
competence will be utilised with the hope to further develop the
studentsrsquo multilingual sensitivity and their multicultural competence
which should help them better adapt to their future professional life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a articulate the social systems and the characteristics of persuasive
communication in the Greater China region
b articulate the media systems and characteristics that are relevant
to media relations management in the region
c evaluate the appropriateness and effectiveness of the language for
persuasion in the region based on their acquired knowledge of the
communicative norms and variations within the region
d plan design and produce integrated materials for public
communication campaigns and managing publicity for the
corporation
e broaden outlooks with enhanced knowledge and understanding of
the linkages and differences in the Greater China region
f enhance biliteracy and trilingualism with heightened awareness
and performance in using different Chinese varieties and styles in
relation to the context of the region
Subject
Synopsis
Indicative
Syllabus
1 The emergence of the concept Greater China and its constituents
2 Governmental policies and practice of communications in Greater
China
3 Public opinions and corporate image management in Greater
China
4 External corporate communications in Greater China
interpersonal dimension
5 External corporate communications in Greater China media
systems and practice
92
Teaching
Learning
Methodology
In addition to attending lectures and tutorials students are provided with
tasks that require survey evaluation and comparison as well as practice
of various forms of corporate communication and of managing
interpersonal and media relations for the corporation in the region
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation
oral quiz 20
2 Problem set 40
3 Quiz 20
4 Participation
tutorial 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The presentation oral quiz allows the students to demonstrate their
understanding of lecture content and provides them with an opportunity
to deal with a special topic within the subject in depth The problem set
will involve applying the conceptual resources learned from the subject
to 1) critically evaluate and justify the suitability of persuasive
communication(s) in Greater China 2) critique the existing approaches
and construct an alternative model for persuasive communication in the
region andor 3) plan and design materials for effective public
communication campaigns in the region While the quiz assesses the
studentsrsquo grip of the subject matter of a general nature the students are
also encouraged to participate actively in class by discussing with their
fellow classmates in the QampA session after the presentation oral quiz
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and Discussion 35 Hrs
Writing and Problem-solving Tasks 35 Hrs
Total student study effort 109 Hrs
93
Reading List
and
References
Lu Xing Wenshan Jia and D Ray Heisey (ed) 2002 Chinese
Communication Studies Contexts and Comparisons Westport CT Ablex
Publishing
Miller Dan P amp Robert L Heath 2004 Responding to Crisis A Rhetorical
Approach to Crisis Communication Mahwah NJ Lawrence Erlbaum
Associates Publishers
Magala Slawomir (ed) 2005 Cross-cultural Competence London
Routledge
McPhail Tomas L 2006 Global Communication Theories Stakeholders
and Trends Malden MA Blackwell Publishing
Rawnsley Gary D and Ming-Yeh T Rawnsley (ed) 2003 Political
Communications in Greater China New York RoutledgeCurzon
Stiff James B and Paul A Mongeau 2003 Persuasive Communication
New York The Guiford Press
Wu Doreen D (ed) (2008) Discourses of Cultural China in the
Globalising Age Hong Kong Hong Kong University Press
Yu Bin (ed) 1996 Dynamics and Dilemma Mainland Taiwan and Hong
Kong in a Changing World New York Nova Science Publishers
陳國明主編 2004《中華傳播理論與原則》五南圖書出版股份有限
公司
胡泳ldquo在互聯網上營造公共領域rdquo《現代傳播》2010 年第 1 期
单业才编著 2007 《企业危机管理与媒体应对》北京 清華大學出
版社
林景新著 2009《网络危机管理》廣州暨南大學出版社
劉建明 2006 《新聞發布概論》北京 清華大學出版社
張海洋 2006《中國的多元文化與中國人的認同》民族出版社
翟學偉 1994 《面子 人情 關係網》河南人民出版社
翟学伟 2011 《中国人的脸面观 形式主义的心理动因与社会表
征》 北京大学出版社
朱海松 2010 《网络的破碎化传播传播的不确定性与复杂适应
性》中国市场出版社
單波石義彬劉學 2011《新闻传播学的跨文化转向》上海交通
94
大學出版社
石国亮 2012《新媒体时代公关案例》 研究出版社
黎佩兒 2012《香港傳媒-新聞自由與政治轉變》天地圖書出版
社
The Reading List and References are indicative Relevant reading materials will
be suggested and assigned from time-to-time when they are deemed appropriate
95
Subject Code SPD4566
Subject Title Consecutive Interpreting
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Pre-requisite SPD3262 Interpreting for the Professions
Objectives
This subject is designed to consolidate the basic interpreting skills
learnt in ldquoSPD3262 Interpreting for the Professionsrdquo and further
develop studentsrsquo interpreting abilities by training them to be able to
undertake consecutive interpreting (CI) tasks on general topics in
the workplace In this subject students will learn some essential CI
skills such as active listening note-taking and oral presentation to
behave professionally in CI Practice will focus on CI tasks on
various topics between Chinese (MandarinCantonese) and English
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a master the basic skills and strategies essential to CI
b recognise the specific requirements of an interpreting task
c make adequate preparation for a CI task
d apply CI to a wide variety of situational uses
e undertake interpreting tasks in the workplace
Subject Synopsis
Indicative Syllabus
1 Basic concepts of interpretation
Functions and features of different types of interpretation
Criteria for good interpretation
Professional ethics and practice
2 Skills for CI
Note-taking skills
Improvisation skills
Public speaking skills
Sight translation skills
TeachingLearning
Methodology
Classes will be conducted in a language laboratory in an interactive
mode Speech recordings on current affairs will be used in classes as
training materials to keep students updated on latest events to
widen their vocabulary and to enrich their repertoire of expressions
In addition audio and video recordings of professional interpreters
will be shown in order to expose learners to different interpreting
styles Students will also be asked to research on interpreting
assignments that cover a variety of topics on current local and
international issues Through class discussion students are guided to
develop self-evaluation and peer-evaluation skills
96
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Class
participation and
performance
10
2 Mid-term quiz 30
3 After-class
practice 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject adopts formative assessment method Specifically
students will be assessed through a series of quizzes in the course of
learning These quizzes will be conducted at different learning
stages to assess studentsrsquo performance under pressure and to
evaluate studentsrsquo progress of learning CI from Chinese (mainly
Cantonese) to English and English to Chinese (mainly Cantonese)
will carry equal weighting in the assessment
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises outside
class 39 Hrs
Reading lecture notes and doing interpreting
assignments 39 Hrs
Total student study effort 117 Hrs
Reading List and
References
Gentile Adolfo Uldis Ozolins amp Mary Vasilakakos 1996 Liaison
Interpreting A Handbook Melbourne Melbourne University Press
Gillies Andrew 2005 Note-taking for Consecutive Interpreting A
Short Course Manchester St Jerome Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
97
Subject Code SPD4568
Subject Title Translation for Business and Commerce
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to train students in the practice of translation for
business and commerce Students will be introduced to basic concepts
and principles relating to business and commercial translation
Through a variety of hands-on tasks students will acquire and apply
specific strategies and techniques to tackle translational problems in
various types of business and commercial texts Students will also
learn to think critically about ethical issues that professional
translators face in the industry
Intended Learning
Outcomes
At the end of the course students should be able to
a Reflect critically on basic concepts and principles relating to
business and commercial translation
b Identify specific strategies and techniques in solving
translational problems in business and commercial texts
c Apply the concepts principles strategies and techniques
acquired to the translation of various types of texts in the
business and commercial domain
Subject Synopsis
Indicative
Syllabus
1 the nature and function of business and commercial translation
2 basic concepts and principles
3 translating general business documents strategies and
techniques
4 translating technical financial documents strategies and
techniques
TeachingLearning
Methodology
This subject will be conducted in a highly interactive seminar mode
Lectures will be complemented by hands-on tasks and class
discussions Assignments will be designed to help learners apply the
knowledge acquired in class to practical translation work
98
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Assignment 1 25
2 Assignment 2 25
3 Assignment 3 25
4 Assignment 4 25
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Being a skill-oriented subject assessment is based primarily on
assignments and an end-of-semester class test
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References Brett Michael (2000) How to Read Financial Pages London Random
House
Downes J amp Goodman J E (2006) Barronrsquos Dictionary of Finance
and Investment Terms 7th edition New York Barronrsquos
Downes J amp Goodman J E (2003) Barronrsquos Finance amp Investment
Handbook New York Barronrsquos
周兆祥(2004)《財經翻譯精要》香港商務印書館
李德鳳(2007)《財經金融翻譯》香港香港大學出版社
白雲開 (2001)《21世紀商用中文書信寫作手冊》香港香港城
市大學出版社
張新紅李明 (2011)《商務英語翻譯》北京高等教育出版社
99
陳仕彬 (2003) 《金融翻譯技法》香港中文大學出版社
許建忠 (2003)《工商企業翻譯實務》香港中文大學出版社
方夢之毛忠明 (2008) 《英漢mdash漢英應用翻譯綜合教程》上
海上海外語教育出版社
李長栓 (2012) 《非文學翻譯理論與實踐》北京中國對外翻譯
出版公司
王恩冕 (2005) 《如何翻譯英語報刋經濟文章》北京對外經濟
貿易大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
Section One
General Information
1
1 PROGRAMME HOST
The Bachelor of Arts (Honours) in Bilingual Studies is hosted by the School of
Professional Education and Executive Development (SPEED) which assumes the
overall academic responsibility in the realm of quality assurance in both teaching and
learning
2 PROGRAMME OPERATION AND MANAGEMENT
21 The School Programme Committee (SPC) oversees the operation of all PolyU-SPEED
award programmes The SPC meets at least twice a year
22 A Programme Executive Group (PEG) will be formed to manage the day-to-day
operation of the Bachelor of Arts (Honours) in Bilingual Studies The PEG which
operates informally is chaired by the Programme Leader and includes staff with key
responsibilities for the programme Student representatives will be invited to meet
with the PEG in each semester to provide feedback
23 Students will also be invited to nominate their representatives to join the StudentStaff
Consultative Group (SSCG) in SPEED SSCG is a formal channel through which
student views are obtained It meets at least once per semester and reports or makes
recommendations as appropriate to the SPC
24 Students are encouraged to provide feedback on subject level via the Student
Feedback Questionnaire (SFQ) exercise which will be considered by the related
parties for continuous improvement of teaching and learning
3 CONTACT INFORMATION
Programme Leader
Dr K H Cheung
(Tel 3746-00774 Email khcheunspeed-polyueduhk)
Deputy Programme Leader
Dr Val Chen
(Tel 3746 0084 Email spczilispeed-polyueduhk)
Administrative Staff
Ms Elsa Ho Programme Officer
(Tel 3746 0070 Email ooelsahospeed-polyueduhk)
Ms Cecilia Lai Administrative Assistant
(Tel 3746 0069)
General Enquiry Line 3400 2828
Fax Number 2363 0540
Website httpwwwspeed-polyueduhk
Email Address spawardspeed-polyueduhk
2
4 AWARD TITLE
Bachelor of Arts (Honours) in Bilingual Studies
Students may apply to exit the programme for the ordinary degree of ldquoBachelor of Arts
in Bilingual Studiesrdquo upon fulfilling the requirements as specified in Section 13112
of this document
5 MODE STUDY LOAD AND DURATION OF STUDY
51 The programme is offered in full-time mode of study
52 The normal study load is 15 credits in each semester
53 Prior approval from the School is required if students wish to deviate from the
recommended study load The maximum study load to be taken by a student in a
semester is 21 credits1 unless exceptional approval is given by the Director of SPEED
For such cases students will be reminded that the study load approved should not be
taken as grounds for academic appeal
54 Students on academic probation will be required to take a reduced study load To help
improve the academic performance of the students on academic probation the School
will decide the maximum number of credits to be taken by these students on an
individual basis
55 The normal duration of the programme is 2 years The maximum period of
registration is twice the normal duration ie 4 years
6 ATTENDANCE
It is important that students attend classes and study related activities regularly and
punctually Participation forms a critical part in the learning process contributing to
the desired learning outcomes Absence will affect study progress and students should
not be absent without good reason
Some subjects under this programme are Continuing Education Fund (CEF)
reimbursable subjects For CEF reimbursement claims students are required to fulfil
the attendance requirement as stipulated by the Office of CEF
1 Not applicable to students on academic probation
3
7 PROGRAMME AIMS AND OUTCOMES
71 Aims of the Programme
The overarching aim of the programme is to build on the linguistic knowledge and skills
of graduates from relevant Associate Degree Higher Diploma programmes producing
knowledgeable Chinese-English bilinguals with a broad linguistic base who can
approach language and related cultural issues intellectually contribute to the
development of bilingual studies and apply their expertise to related professions in Hong
Kong and other cosmopolitan Chinese communities
72 Programme Intended Learning Outcomes
Graduates of the programme are expected to
(a) have a cultivated understanding of the academic disciplines that form the knowledge
foundation for a career closely related to bilingual studies
(b) have a broad linguistic base that forms the skills foundation for a career where
bilingual studies are applicable
(c) be equipped with sound knowledge of Chinese and English
(d) be equipped with good command of Chinese and English
(e) be able to analyse and solve problems relating to bilingual studies
(f) be able to develop critical thinking
(g) be able to cope with stringent demands in terms of ethics leadership etc made by
society and the professional world
73 Correlation between Programme Intended Learning Outcomes and Institutional Learning
Outcomes
The following table shows the correlation of the programme intended learning
outcomes and PolyUrsquos institutional learning outcomes at undergraduate degree level
Programme
Intended
Learning
Outcomes
Institutional Learning Outcomes for Undergraduate Degree
Competent
professional
Critical
thinker
Effective
communicator
Innovative
problem
solver
Lifelong
learner
Ethical
leader
a
b
c
d
e
f
g
4
8 ENTRANCE REQUIREMENTS
81 The minimum requirements for admission to the programme are
(a) Holders of an Associate Degree a Higher Diploma or equivalent qualification in
relevant disciplines awarded by recognised universities institutions
(b) Those who do not possess the above-mentioned qualifications but have reached
the age of 25 before 1 September in the year in which they seek admission may
apply as mature applicants Mature applicants should possess relevant working
experience in senior positions and have completed post-secondary studies in
related fields They will also be required to pass an admission test and
demonstrate to an Admission Interview Panel their ability to complete the
programme
82 Applicants who apply for admission with non-local qualifications are also required to
attain the following English language requirement
IELTS 60 or TOEFL 550 (paper based) 213 (computer based) 80 (Internet
based)
The above requirement may be exempted for applicants who have completed sub-
degree programmes or equivalent with English as the medium of instruction
9 CREDIT TRANSFER AND EXEMPTION
91 Credit Transfer
Students will be given credits for recognised previous study and the credits will be
counted towards meeting the requirements of the award Normally not more than
50 of the required number of credits for the academic award may be transferable
from approved institutions outside The Hong Kong Polytechnic University (PolyU)
For transfer of credits from programmes within the PolyU normally not more than
67 of the required credits for the award can be transferred In cases where both
types of credits are transferred not more than 50 of the required number of credits
for the award may be transferred Grades may or may not be given for the transferred
credits
The programme is an articulation degree programme Students normally will not be
given credit transfer for any required Cluster-Area Requirements (CAR) and Service-
Learning subjects under General University Requirements (GUR) and they must
complete at least 60 credits2 to be eligible for the award Students who have
completed comparable subjects at sub-degree studies may apply for exemption
Should exemption be granted students will be required to take other electives
(including free electives) to make up the total of 60 credits2 required
2 The minimum requirement of 60 credits does not include the Language and Communication
Requirements (LCR) subjects under GUR which are applicable to individual students
5
The granting of credit transfer is a matter of academic judgement In assessing the
transferability of subjects previously taken the syllabus of that subject should be
carefully scrutinised to ascertain that it is comparable to the curriculum of the
programme Other relevant information may also be required to ascertain the
academic standing of the institution offering the previous study Decision on granting
credit transfer lies with the School
For credit transfer of retaken subjects the grade attained in the last attempt should be
taken in the case of credit transfer with grade being carried over Students applying
for credit transfer for a subject taken in other institutions are required to declare that
the subject grade used for claiming credit transfer was attained in the last attempt of
the subject in their previous studies If a student fails in the last attempt of a retaken
subject no credit transfer should be granted despite the fact that the student may have
attained a pass grade for the subject in the earlier attempts
Students should not be granted credit transfer for a subject which they have attempted
and failed in their current study
The validity period of subject credits earned is 8 years starting from the year in which
the subject is completed (eg if the qualification credit was earned in 201617 the
validity period should count from 2017 for 8 years) Credits earned from previous
study should remain valid at the time when the student applies for transfer of credits
92 Exemption
Students may be granted exemption from taking certain subjects if they have
successfully completed similar subjects at a comparable level in other programmes
The credits associated with the exempted subjects will not be counted for satisfying
the credit requirements of the programme In such case students will be advised to
take other subjects to satisfy the credit requirements
10 CURRICULUM DESIGN
101 Outcome-based Curriculum
University education goes beyond merely mastering accumulation of factual
knowledge It is vital to develop studentsrsquo ability to solve problems and think
critically These focuses are translated from the initial programme objectives to the
teaching approaches and evaluation of student performance
The underpinning curriculum design principle for this programme is outcome-based
learning An outcome-based curriculum provides a rigorous and robust delineation of
the professional competence It also highlights the generic abilities that are
considered important for the graduates of this programme
Explicitly specified outcomes give a clear direction as to how teaching and assessment
6
should be planned aligned and carried out Ultimately this enhances coherence and
integration among subjects within the programme
In addition students are encouraged to take more responsibility for their own learning
in an outcome-based curriculum When learning outcomes are stated clearly students
are able to plan their own learning more effectively
102 Programme Structure
1021 The programme of study consists of at least 60 credits All students are also required to
complete a non-credit-bearing Work-Integrated Education component
(a) General University Requirements (GUR) (Minimum 9 credits)
Nature Details Credits
Language and
Communication
Requirements (LCR)
6 credits in English amp
3 credits in Chinese
(Students who have met the equivalent standard
of the undergraduate degree LCR will not be
required to take these credits Individual
students who are required to take LCR subjects
will be advised of the details before programme
commencement)
9
Cluster-Area
Requirements (CAR) One subject
with Chinese Reading amp
Writing Requirements and China Studies
Requirement embedded
One subject with English Reading amp
Writing Requirements embedded
3
3
Service-Learning (SL)
Free elective
Prior to the full implementation of SL
students may take a 3-credit free elective in
lieu of SL
3
The latest information on GUR subjects is available on the Student Portal (wwwspeed-polyueduhkmySPEED)
7
(b) Discipline Specific Requirements (DSR) (51 credits)
Indicative Area Subject Title Level
Compulsory Subjects (9 subjects 3 credits each)
Bilingual Studies SPD3261 Introduction to Bilingual Studies 3
Translation amp Interpreting
SPD3189 Translation for the Workplace 3
SPD3262 Interpreting for the Professions 3
Linguistics SPD3260 Analysis of Modern Chinese 3
SPD3270 Analysis of English 3
Bilingual Communication
SPD3263 Introduction to Bilingual Communication 3
DSLR English SPD4553 English for Chinese Cultural Themes 4
DSLR Chinese SPD4554 Chinese and Bilingual Academic Inquiry 4
Capstone SPD4557 Integrated Study (Bilingual Studies) 4
Elective Subjects^ (any 8 subjects 3 credits each at most 1 subject at Level 3)
English Language
SPD3225 Written English for Professionals 3
SPD3226 Spoken English for Professionals 3
SPD4468 Writing for Marketing and Public Relations Purposes in English
4
Linguistics
SPD4337 English and Chinese in Contrast 4
SPD4556 Languages in Contemporary Societies 4
SPD4564 Classical Chinese for Today 4
Translation amp Interpreting
SPD4346 Translation for the Media 4
SPD4558 Applied Translation Studies 4
SPD4566 Consecutive Interpreting 4
SPD4568 Translation for Business and Commerce 4
Bilingual Communication
SPD4559 Bilingual Communication Workshop 4
SPD4563 Chinese Media in the Bilingual Context 4
SPD4565 Communications in Greater China 4
Discipline-Specific Language Requirement subject
^ Offering of any elective subjects is subject to sufficient enrolment
(c) Work-Integrated Education (WIE) Requirement
WIE is a work-based learning experience which takes place in an organisational
context relevant to a studentrsquos future profession or career or the development of
generic skills that will be valuable in the studentrsquos future career development Going
beyond studying within campus it allows students to learn from the outside world yet
at the same time contribute to the industry and or community
Students of this programme are required to complete 300 hours of WIE during their
study period Relevant work experience accumulated during or after sub-degree studies
8
may be recognised for fulfilment of WIE
Students will be provided with the WIE guidelines and be advised of the procedures
for recognition of prior work experience at programme commencement
1022 Exit Award
Students who have completed the following requirements may apply to exit the
programme of study with an ordinary degree of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) GUR (minimum 9 credits)
(b) DSR
All compulsory subjects except ldquoSPD4557 Integrated Study (Bilingual
Studies)rdquo (24 credits)
Any 4 elective subjects with at least 3 subjects at Level 4 (12 credits)
(c) WIE (non-credit-bearing)
(d) Having a GPA of 20 or above
For details please refer to Section 13112
9
103 Recommended Progression Pattern
All students are required to undertake 5 subjects in each semester without intermission
in order to fulfil the study requirements within the 2-year normal duration of study
They are also required to complete 300 hours of Work-Integrated Education within their
study period
Year amp
Semester
Subject Code and Title Subject
Nature
Year 1
Sem 1
SPD3189 Translation for the Workplace C
SPD3261 Introduction to Bilingual Studies C
SPD3263 Introduction to Bilingual Communication C
SPD4554 Chinese and Bilingual Academic Inquiry C
GUR Subject GUR
Year 1
Sem 2
SPD3260 Analysis of Modern Chinese C
SPD3262 Interpreting for the Professions C
SPD3270 Analysis of English C
SPD4553 English for Chinese Cultural Themes C
GUR Subject GUR
Year 2
Sem 1
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
GUR Subject GUR
Year 2
Sem 2
SPD4557 Integrated Study (Bilingual Studies) C
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
C = Compulsory E = Elective GUR = General University Requirements
Remarks
1) The subject offering schedule is subject to change at the discretion of the School
2) For elective subjects priority in enrolment will be granted to students in that particular year of study
3) Offering of any elective subjects is subject to sufficient enrolment
4) Students who are required to take LCR subject(s) will be informed of the study schedule separately
These students are advised to consult the Programme Leader on their progression patterns should
they have any concerns on their study load taking into consideration the LCR subject(s) they are
required to take
10
104 Curriculum Mapping
Below is a mapping of subjects of the Bachelor of Arts (Honours) in Bilingual Studies
with reference to the programme intended learning outcomes The mapping focuses
on how each of the programme outcomes is introduced reinforced and assessed
Subject Code Subject Title Programme Intended Learning Outcomes
(a) (b) (c) (d) (e) (f) (g)
Co
mp
uls
ory
Su
bje
cts
SPD3189 Translation for the Workplace I A R A I A
SPD3260 Analysis of Modern Chinese I A R A I A
SPD3261 Introduction to Bilingual Studies I A I A I A
SPD3262 Interpreting for the Professions I A R A I A
SPD3263 Introduction to Bilingual
Communication I A I A
SPD3270 Analysis of English R A R A
SPD4553 English for Chinese Cultural
Themes R A R A
SPD4554 Chinese and Bilingual Academic
Inquiry I A R A R A I A
SPD4557 Integrated Study (Bilingual
Studies) R A R A R A R A R A R A R A
Ele
ctiv
e S
ub
ject
s
SPD3225 Written English for Professionals R A R A
SPD3226 Spoken English for Professionals R A R A
SPD4337 English and Chinese in Contrast R A R A R A
SPD4346 Translation for the Media R A R A R A
SPD4468
Writing for Marketing and
Public Relations Purposes in
English
R A R A R A
SPD4556 Languages in Contemporary
Societies R A R A I A R A
SPD4558 Applied Translation Studies R A R A R A R A
SPD4559 Bilingual Communication
Workshop R A R A
SPD4563 Chinese Media in the Bilingual
Context R A R A R A
SPD4564 Classical Chinese for Today R A R A R A
SPD4565 Communications in Greater
China R A R A
SPD4566 Consecutive Interpreting R A R A R A
SPD4568 Translation for Business and
Commerce RA R A R A
Introduced (I) That the learning leading to the particular intended outcome is introduced in that subject Reinforced (R) That the learning leading to the particular intended outcome is reinforced in that subject Assessed (A) That the learning leading to the particular intended outcome is assessed in that subject
11
11 MEDIUM OF INSTRUCTION
The medium of instruction is English and Chinese (Cantonese and Putonghua when
spoken)
12 TEACHING AND LEARNING METHODS
The teaching learning philosophy underlying this programme is based on a holistic
diversified and flexible approach teaching students how to learn instead of what to
memorise and equipping them with the requisite skills required of a ldquolifelongrdquo learner
On the whole various teaching and learning strategies are adopted which are geared
to the needs and characteristics of the students
The teaching and learning activities are organised coherently according to the
programme learning outcomes subject nature the particular subject topics level of
difficulty and the integration among other components and subjects of the programme
A variety of teaching and learning methods will be used
The main form of teaching is through the use of interactive lectures supplemented
with tutorial exercises (such as case studies projects and presentations) and various
kinds of audio-visual aids Students also have the chance to gain exposure to
experiential learning self-directed learning case-based learning and problem-based
learning
Web-based teaching is another characteristic of the subjects of this programme It is
used to complement face-to-face teaching not only for encouraging studentsrsquo active
participation but also to encourage them to make use of websites for information
collection
To facilitate learning the subject lecturers not only play the role of introducing new
concepts imparting knowledge but also act as facilitators to encourage students to
share their ideas and experience through class discussion case study oral presentation
and group activities
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment
Assessment of learning and assessment for learning are both important for assuring the
quality of student learning Assessment of learning is to evaluate whether students have
achieved the intended learning outcomes of the subjects that they have taken and have
attained the overall learning outcomes of the programme at the end of their study at a
standard appropriate to the award Appropriate methods of assessment that align with
the intended learning outcomes are designed for this purpose The assessment methods
will also enable the teacher to differentiate studentsrsquo different levels of performance
within the subject Assessment for learning is to engage students in productive learning
activities through purposefully designed assessment tasks
12
Assessment will also serve as feedback to students The assessment criteria and
standards should be made explicit to students before the start of the assessment to
facilitate student learning and feedback provided should link to the criteria and
standards Timely feedback will be provided to students so that they are aware of their
progress and attainment for the purpose of improvement
132 Assessment Methods
Studentsrsquo performance in a subject is assessed by continuous assessment and or
examinations as deemed appropriate Where both methods are used the weighting of
each in the overall subject grade has been clearly stated in Section Two of this
document
To pass a subject a student must obtain a pass grade in both continuous assessment
AND examination if any Continuous assessment may include tests assignments
projects presentations and other forms of classroom participation depending on the
subject area Assignments which involve group work will nevertheless include some
individual components therein The contribution made by each student in continuous
assessment involving group effort shall be determined and assessed separately and
this can result in different grades being awarded to students in the same group
At the beginning of each semester the subject lecturer will inform students of the
details of the methods of assessments to be used within the assessment framework as
specified in this document
13
133 Grading
Assessment grades shall be awarded on a criterion-referenced basis A studentrsquos
overall performance in a subject shall be graded as follows
Subject
Grade
Grade
Point
Short
Description
Elaboration on subject grading description
A+ 45 Exceptionally
Outstanding
The studentrsquos work is exceptionally
outstanding It exceeds the intended subject
learning outcomes in all regards A 4 Outstanding The studentrsquos work is outstanding It exceeds
the intended subject learning outcomes in
nearly all regards
B+ 35 Very Good The studentrsquos work is very good It exceeds
the intended subject learning outcomes in most
regards B 3 Good The studentrsquos work is good It exceeds the
intended subject learning outcomes in some
regards
C+ 25 Wholly
Satisfactory
The studentrsquos work is wholly satisfactory It
fully meets the intended subject learning
outcomes C 2 Satisfactory The studentrsquos work is satisfactory It largely
meets the intended subject learning outcomes
D+ 15 Barely
Satisfactory
The studentrsquos work is barely satisfactory It
marginally meets the intended subject learning
outcomes D 1 Barely
Adequate
The studentrsquos work is barely adequate It
meets the intended subject learning outcomes
only in some regards
F 0 Inadequate The studentrsquos work is inadequate It fails to
meet many of the intended subject learning
outcomes
lsquoFrsquo is a subject failure grade whilst all others (lsquoDrsquo to lsquoA+rsquo) are subject pass grades
No credit will be earned if a subject is failed
14
134 Grade Point Average
There are different types of Grade Point Average (GPA) as described below All of
them are capped at 40
1341 GPA (cumulative GPA)
Cumulative GPA is computed as follows
GPA =
n
n
ValueCredit Subject
ValueCredit Subject Point x GradeSubject
Where n = Number of all subjects (inclusive of failed subjects) taken by the student up to
and including the latest semester term For subjects which have been retaken
only the grade point obtained in the final attempt will be included in the GPA
calculation
In addition the following subjects will be excluded from the GPA calculation
(i) Exempted subjects
(ii) Ungraded subjects
(iii) Incomplete subjects
(iv) Subjects for which credit transfer has been approved but without any grade
assigned3
(v) Subjects from which a student has been allowed to withdraw (ie those with the
code lsquoWrsquo)
A student who is absent from an examination will be given a fail grade the respective
subject will be included in the GPA calculation and will be counted as ldquozerordquo grade
point GPA is thus the unweighted cumulative average calculated for a student for all
relevant subjects taken from the start of the programme to a particular point of time
GPA is an indicator of overall performance
1342 Semester GPA
Calculation of Semester GPA is similar to the rules for GPA as described above
except that only subjects taken in that semester including retaken subjects will be
included This Semester GPA will be used to determine studentsrsquo eligibility to
progress to the next semester alongside with the cumulative GPA However the
Semester GPA calculated for the Summer Term will not be used for this purpose
unless the Summer Term study is mandatory for all students of the programme
concerned and constitutes part of the graduation requirements
3 Subjects taken in PolyU or elsewhere and with grades assigned and for which credit transfer has
been approved will be included in the GPA calculation
15
1343 Weighted GPA
Along with the cumulative GPA a Weighted GPA will also be calculated to give an
indication to the Board of Examiners on the award classification which a student will
likely get if he she makes steady progress on his her academic studies
Weighted GPA will be computed as follows
n
n
i
i
W ValueCredit Subject
W ValueCredit Subject Point GradeSubject
GPA Weighted
where Wi = Weighting to be assigned according to the level of the subject
n = Number of all subjects counted in GPA calculation as set out in 1341
above except those subjects outside the programme curriculum GUR
subjects will be included
For calculating the Weighted GPA (and Award GPA) to determine the award
classification of students who satisfy the graduation requirements a standard
weighting will be applied to all subjects of the same level with a weighting of 2 for
Level 1 and 2 subjects and a weighting of 3 for Level 3 and 4 subjects This is also
applicable to the classification of ordinary degree exit award
1344 Award GPA
When a student has satisfied the requirements for award an Award GPA will be
calculated to determine his her award classification
If the student has not taken more subjects than required the Award GPA will be the
same as the Weighted GPA
Any subjects passed after the graduation requirement has been met or subjects taken
on top of the prescribed credit requirements for award shall not be taken into account
in the Award GPA However if a student attempts more elective subjects (or optional
subjects) than those required for graduation in or before the semester in which he she
becomes eligible for award the elective subjects (or optional subjects) with a higher
grade contribution shall be included in the Award GPA (ie the excessive subjects
attempted with a lower grade contribution including failed subjects will be
excluded)
135 Role of Subject Assessment Review Panel
Subject Assessment Review Panel (SARP) is responsible for monitoring the academic
standard and quality of subjects and ratifying subject results SARP will review the
distribution of grades within a subject and finalise the grades at the end of each
semester before submission to the Board of Examiners (BoE) The BoE will not
attempt to change the grades SARP is also responsible for deciding the granting of
late assessment to students and the form of late assessment
16
SARP shall include the Director of SPEED or his her delegate the relevant subject
examiners and where appropriate the Programme Leader
136 Role of Board of Examiners
The Board of Examiners (BoE) shall meet at the end of each semester to review
studentsrsquo progress and is responsible to the College Board of the College of
Professional and Continuing Education (CPCE) for making decision on
(a) the classification of awards to be granted to each student on completion of the
programme
(b) de-registration cases and
(c) cases with extenuating circumstances
The BoErsquos membership should be composed of staff members associated with the
programme and some senior members The Chairman will normally be the Director of
SPEED
137 Academic Probation
If the cumulative GPA of a student is below 20 he she will be put on academic
probation in the following semester Once a student is able to pull his her cumulative
GPA up to 20 or above at the end of the semester the status of ldquoacademic probationrdquo
will be lifted The status of ldquoacademic probationrdquo will be reflected in the assessment
result notification but not in the transcript of studies
A student on academic probation will be required to take a reduced study load To
help improve the academic performance of the student the School will decide the
maximum number of credits to be taken by him her in the probation semester
138 Progression and De-registration
A student will have ldquoprogressingrdquo status unless he she falls within the following
categories any one of which shall be regarded as grounds for de-registration from the
programme
(a) the student has exceeded the maximum period of registration for the programme
as specified in this document or
(b) the studentrsquos cumulative GPA is lower than 20 for two consecutive semesters
and his her semester GPA in the second semester is also lower than 20 or
(c) the studentrsquos cumulative GPA is lower than 20 for three consecutive semesters
When a student falls within the categories as stipulated above the BoE shall de-
register the student from the programme without exception
Notwithstanding the above the BoE has the discretion to de-register a student with
extremely poor academic performance before the time frame specified in categories (b)
17
and (c) above if it is deemed that there is not much of a chance for the student to
attain a GPA of 20 at the end of the programme
139 Late Assessment
A student who has been absent from an examination or other assessment because of
illness injury or other unforeseeable reasons may apply to sit a late assessment
Permission is subject to the approval of SARP as late assessment is not an automatic
entitlement Should a late assessment be granted the actual grade attained will be
awarded
Late assessment for subjects normally shall take place before the commencement of
the following academic year (except for Summer Term which may take place within
3 weeks after the finalisation of Summer Term results) Depending on the decision of
SARP late assessment may be arranged during the examination period of the
following semester term
Except with special approval students who have not yet completed the late
assessment for a subject which is the pre-requisite of another subject will not be
allowed to take the follow-on subject
1310 Retaking of Subjects
No re-assessment will be granted for students in all circumstances Students who
have failed a subject are required to retake the subject if it is compulsory for the
programme If the failed subject is an elective students may choose to retake the
subject or take another elective within the programme as replacement Retaking of
failed subjects or taking replacement subjects should be completed within the
maximum period of registration
Students may retake any subject (except GUR subjects which have been passed) for
the purpose of improving their grade without having to seek approval but they must
retake a compulsory subject which they have failed ie obtained an F grade Retaking
of subjects is with the condition that the maximum study load of 21 credits per
semester is not exceeded Students wishing to retake passed subjects will be accorded
a lower priority than those who are required to retake (due to failure in a compulsory
subject) and can only do so if places are available
The number of retakes of a subject is not restricted Only the grade obtained in the
final attempt of retaking (even if the retake grade is lower than the original grade for
originally passed subject) will be included in the calculation of the GPA Weighted
GPA and Award GPA If students have passed a subject but failed after retake credits
accumulated for passing the subject in a previous attempt will remain valid for
satisfying the credit requirement for award (The grades obtained in previous attempts
will only be reflected in the transcript of studies)
In cases where a student takes another subject to replace a failed elective subject the
fail grade will be taken into account in the calculation of the GPA despite the passing
of the replacement subject
18
1311 Eligibility for Award
13111 Honours Degree Award
Students will be eligible for the PolyU-SPEED award of ldquoBachelor of Arts (Honours)
in Bilingual Studiesrdquo if they satisfy the conditions listed below
(a) Successful completion of at least 60 credits including GUR and DSR as
specified under Section 1021 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1021 (c) and
(c) Having a GPA of 20 or above
Students are required to graduate as soon as they satisfy the respective conditions for
the award
13112 Ordinary Degree Award
Students who have fulfilled the following requirements may apply to exit the
programme with an ordinary degree award of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) Successful completion of at least 45 credits including GUR and DSR as
specified under Section 1022 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1022 (c) and
(c) Having a GPA of 20 or above
Applications for exit award should be submitted in writing to the School before the
start of the examination period of the semester concerned The School reserves the
right not to consider late application in the respective semester
To be eligible for the granting of the exit award students will be required to quit the
honours degree programme of study Re-admission of students who have obtained the
exit award to the same programme of study is not automatic and will be considered
only under exceptional circumstances
1312 Guidelines for Award Classification
13121 Honours Degree Award Classification
This section is applicable to students who have fulfilled the requirements for
Honours Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
19
Classification Guidelines
1st Class
Honours
The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered by
the programme
2nd Class
Honours
(Division 1)
The student has reached a standard of performance attainment
which is more than satisfactory but less than outstanding
2nd Class
Honours
(Division 2)
The student has reached a standard of performance attainment
judged to be satisfactory and clearly higher than the ldquoessential
minimumrdquo required for graduation
3rd Class
Honours
The student has attained the ldquoessential minimumrdquo required for
graduation at a standard ranging from just adequate to just
satisfactory
Under exceptional circumstances a student who has completed an Honours degree
programme but has not attained Honours standard may be awarded a Pass-without-
Honours degree A Pass-without-Honours degree award will be recommended
when the student has demonstrated a level of final attainment which is below the
ldquoessential minimumrdquo required for graduation with Honours from the programme in
question but when he she has nonetheless covered the prescribed work of the
programme in an adequate fashion while failing to show sufficient evidence of the
intellectual calibre expected of Honours Degree graduates A Pass-without-Honours
is an unclassified award but the award parchment will not include this specification
13122 Ordinary Degree Award Classification
This section is applicable to students who have fulfilled the exit award requirements
and are allowed to exit the programme of study for Ordinary Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
Classification Guidelines
Distinction The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered
by the programme
Credit The student has reached a standard of performance
attainment which is more than satisfactory but less than
outstanding
Pass The student has reached a standard of performance
attainment ranging from just adequate to satisfactory
20
1313 Appeals against Assessment Results
A student may appeal against the assessment results within 7 working days upon the
announcement of the results Any appeal should be directed to the Director of
SPEED in writing
Appeal against subject results may lead to a change in the subject grade which may
go upward or downward
1314 Academic Dishonesty and Disciplinary Actions
13141 For students who have been awarded a failure grade as a result of disciplinary action
a remark lsquorsquo will be recorded against the concerned subject failure grade denoting
ldquoDisqualification of result due to academic dishonestyrdquo The remark will appear on
the assessment result notification and transcript of studies until the students leave
the School
The remark will normally cover the following misconduct cases
cheating in assessment work tests or examinations
aiding academic dishonesty
plagiarism
violating rules governing the conduct of examinations that are related to possible
cheating
Students who have been recorded with the remark will also be subject to the penalty
of the lowering of award classification by one level upon graduation The minimum
of downgraded overall result will be kept at a pass
13142 Students who have committed disciplinary offences (covering both academic and
non-academic related matters) will be put on ldquodisciplinary probationrdquo normally for
one year and this will be shown on assessment result notification transcript of
studies and testimonial during the probation period until their leaving the School
For special cases which warrant heavier penalty the CPCE Student Discipline
Committee may specify a longer probation period
Students who have been put on disciplinary probation will be deprived of certain
privileges
13143 Other penalties may also be imposed on students who have committed academic
dishonesty and or disciplinary offences Details are specified on the SPEED
Student Handbook
1315 Exceptional Circumstances
Absence from an assessment component
If a student is unable to complete all the assessment components of a subject due to
illness or other circumstances beyond his her control and considered by the SARP
as legitimate the SARP will determine whether the student will have to complete
21
the assessment and if so by what means
Aegrotat award
If a student is unable to complete the requirements of the programme in question for
the award due to very serious illness or other very special circumstances which are
beyond his her control and considered by the BoE as legitimate CPCE will
determine whether the student will be granted an aegrotat award Aegrotat award
will be granted under very exceptional circumstances
A student who has been offered an aegrotat award shall have the right to opt either
to accept such an award or request to be assessed on another occasion to be
stipulated by the BoE the studentrsquos exercise of this option shall be irrevocable
The acceptance of an aegrotat award by a student shall disqualify him her from any
subsequent assessment for the same award
An aegrotat award shall normally not be classified and the award parchment shall
not state that it is an aegrotat award However the BoE may determine whether the
award should be classified provided that they have adequate information on other
studentsrsquo academic performance
Other particular circumstances
A studentrsquos particular circumstances may influence the procedures for assessment
but not the standard of performance expected in assessment
1316 Other Regulations
Students of the Bachelor of Arts (Honours) in Bilingual Studies are bound by all
other regulations of PolyU PolyU SPEED
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION
Students will be allowed to take additional subjects for broadening purpose in the
semester after they fulfil the graduation requirements However students will still
be subject to the maximum study load of 21 credits per semester and the availability
of places in the subjects concerned and their enrolment will be as subject-based
students only
After a student fulfils the graduation requirements in a semester he she may
continue to enrol as a subject-based student in the following semester only In the
case when the Summer Term is mandatory for all students of a programme students
who have fulfilled the graduation requirements in Semester 2 will be allowed to take
additional subjects in Semester 1 of the following academic year and not necessarily
during the Summer Term These students will be subject-based students only and
cannot use the results of the additional subjects to improve their GPA or Award GPA
Section Two
Subject Description Forms of
Discipline Specific Requirements
Subjects
Information on GUR subjects is available on the Student Portal (wwwspeed-
polyueduhkmySPEED)
22
Subject Code
SPD3189
Subject Title
Translation for the Workplace
Credit Value
3
Level
3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This course aims to equip students with skills in translating different
documents in the workplace from English to Chinese and vice versa
The main purposes are to enable students to understand the
translation theories and skills and be able to apply them in the
translation of workplace texts
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the general translation theories
b identify the formats of different workplace texts and
c apply the translation theories and skills in rendering different
workplace texts
Subject Synopsis
Indicative Syllabus
Translation theories strategies and skills
Translation process Peter Newmarkrsquos Semantic Translation and
Communicative Translation Yan Fursquos translation theories Xin Da
and Ya Formal Equivalence and Functional Equivalence
transliteration literal translation liberal translation addition
omission repetition rearrangement of words and expressions the
importance of context collocation and connotation and translation
of idioms and numbers
Formats of different workplace texts
Formats of different workplace texts such as notices official letters
memos promotional materials and minutes
Application of theories in translating different workplace texts
Translation of the different workplace texts mentioned above and
discussion of good and bad examples
TeachingLearning
Methodology
Lectures should focus on translation theories and skills formats of
workplace texts and application of theories with in-class discussion
and practice
Tutorials are used to discuss studentsrsquo performance in assignments
and group presentations Good and bad examples are shown to
facilitate studentsrsquo understanding of how a document should be
translated
23
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments 20
3 Group assignments 10
4 Class participation 10
Examination 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
吳尚智 顏婉雲 amp 江偉萍 (2005) 中英實務寫作與翻譯手冊 香
港香港城市大學
許建平 (2008) 研究生英語實用翻譯教程 北京 中國人民大學
出版社
References
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版社
李明 張新紅 amp 李克興編 (2003) 商務英語翻譯 英譯漢 北京
高等教育出版社
24
許建忠 (2002) 工商企業翻譯實務 北京 中國對外翻譯出版公
司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
周兆祥 amp 範志偉 (2004) 財經翻譯精要 香港 商務印書館
陸國強 (2013) 漢譯英常用表達式經典慣例 上海 上海外語教
育出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
25
Subject Code
SPD3260
Subject Title Analysis of Modern Chinese
Credit Value 3
Level 3
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help students to synthesise the concepts and
methodology they have accumulated in all the subjects in the
language and communication block in order to describe lexical
items phrases and sentence types of Modern Chinese systematically
Another purpose is to provide students with the necessary analytical
skills to recognise and compare regional varieties of Modern
Chinese especially in written genres Lastly this subject seeks to
enable students to apply the subject knowledge and generic skills
learned in this subject to other subjects on the programme and more
importantly in their future career in terms of both justifying their
understanding and to defend their interpretation of Chinese
sentences
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a apply the concepts of linguistics theories to describing and
analysing the structure meaning and actual usage of Modern
Chinese
b critically identify and evaluate variations in written Chinese
c develop critical and logical thinking through the application of
grammatical analysis of Modern Chinese and
d tackle intellectual problems from multiple perspectives
Subject Synopsis
Indicative Syllabus
1 Overview the formation of Modern Chinese
2 The sound system
3 The writing system(s)
4 Phrases and sentences
5 Words and word classes
6 Nominal structure
7 Subject-predicate structure
8 Verb-object and verb-complement structures
9 Serial verb construction
10 Passive and disposal constructions
11 Subordinative and coordinative structures
12 Regional varieties of Modern Chinese
26
TeachingLearning
Methodology
Lectures are conducted interactively and hands-on exercises are
provided for the students to apply their analytical skills to solving
problems in Chinese grammar All assignments are designed to
provide students with tasks that require the evaluation synthesis and
application of syntactical and morphological concepts and
approaches to the critical analysis and discussion of Chinese
language
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Assignment 30
2 Presentation 10
3 Written report 20
4 Take-home test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed by an assignment a presentation a written
report and a final test The assignment is designed to test the
studentsrsquo ability to apply grammatical concepts to describe evaluate
and analyse Chinese forms and patterns The presentation and the
written report are for students to evaluate the literature critically and
to systematically analyse an issue in Standard Chinese The take-
home test is a summative assessment on important contents of the
subject
Student Study
Effort Expected
Class contact
Lectures 39 Hrs
Other student study effort
Library search 39 Hrs
Reading lecture notes and reference 39 Hrs
Total student study effort 117 Hrs
27
Reading List and
References Recommended Books References
曹煒 2004《現代漢語詞匯研究》北京北京大學出版社
鄧思穎 2010《形式漢語句法學》上海上海教育出版社
符淮青 2011《現代漢語詞彙》香港 商務印書館(香港)有
限公司
葛本儀 2001《現代漢語詞彙學》濟南山東人民出版社
郭銳2002《現代漢語詞類研究》北京商務印書館
胡明揚 1996《詞類問題考察》北京北京語言學院出版社
李家樹陳遠止謝耀基 1999《漢語綜述》香港香港大學
出版社
劉叔新 2005 《漢語描寫詞匯學》(重排本)北京商務印書
館
陸儉明沈陽 2004《漢語和漢語研究十五講》(第二版)北
京北京大學出版社
呂叔湘等著 2010《語法研究入門》(第五版)北京商務印
書館
馬真 1997《簡明實用漢語語法教程》北京北京大學出版
社
人民教育出版社中學語文室 1984《中學教學語法系統提要》
(試用)
邵敬敏主編 2007《現代漢語通論》(第二版)上海上海教
育出版社
邢福義 1998《漢語語法學》長春東北師範大學出版社
邢福義 2001《漢語複句研究》北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
28
Subject
Code
SPD3261
Subject
Title
Introduction to Bilingual Studies
Credit
Value
3
Level 3
Medium of
Instruction
English and Chinese
Pre-
requisite
Co-
requisite
Exclusion
Nil
Objectives
This subject provides an introduction to bilingual studies covering the three
major sub-areas of the programme namely linguistics translation amp
interpreting and bilingual communication It also provides a schema as to
how these three sub-areas work together under the overarching area of
bilingual studies Lastly it puts bilingual studies in the language context of
Chinese and English and the community context of Hong Kong
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a have a general grasp of bilingual studies
b have an understanding of the three sub-areas of bilingual studies
namely linguistics translation amp interpreting and bilingual
communication
c embark on deeper and more concrete studies in the 3 sub-areas
d apply the general principles of bilingual studies to the Chinese-English
context
e apply Chinese-English bilingual studies to Hong Kong and
linguistically similar communities
Subject
Synopsis
Indicative
Syllabus
1 Language
a What is language
b Analysing Language
c Language in Society
d Languages in the World
2 Bilingualism in linguistics and beyond
a Bilinguality
b Societal bilingualism
c Bilingualism and biculturalism
3 Translation and interpreting
a Bridging two worlds
b Translation
c Interpreting
4 Bilingual communication
a Language switch by a bilingual
29
b Language choice in a bilingual community
c Relation between two language varieties
5 Chinese-English bilingual studies
a English as a world language
b Varieties of Chinese
c Hong Kong as an arena
Teaching
Learning
Methodolo
gy
In addition to face-to-face lectures and small group tutorials online
discussions (via Moodle E-learning System) and other computer-assisted
teaching methods will also be used with the help of multimedia (audio and
video) teaching materials Assignments closely related to the real-life use of
language will be given to help student solve language problems
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Take-home
exercises 5
2 Test 1 40
3 Test 2 40
4 Group
project 15
Total 100
Continuous assessment items andor weighting may be adjusted by the subject lecturer
subject to the approval of the School Programme Committee
Two tests will be administered during the semester which will aim to test
the studentsrsquo mastery of basic linguistic knowledge and problem solving
skills In addition students will also be required to conduct research in
groups on a certain linguistic topic in order to further their understanding of
the subject knowledge
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Reading and on-line study 58 Hrs
Preparing for tests 20 Hrs
Group project 10 Hrs
Total student study effort 127 Hrs
30
Reading
List and
References
Recommended Book Reference
For part (a)
Fromkin V Rodman R and Hyams N (2013) An Introduction to
Language (10th ed) Boston WadsworthCengage Learning
For other parts
Relevant reading materials will be suggested and assigned from time-to-time
when they are deemed appropriate
31
Subject Code SPD3262
Subject Title Interpreting for the Professions
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to train students to undertake simple
interpreting tasks This subject aims to help students build a
foundation for the development of essential skills in interpreting
between English and Chinese and vice versa It also uses ample
examples to familiarise students with the principles recurrent issues
and difficulties in interpreting guiding them along from an
introduction to fundamental communication issues in interpreting
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a distinguish the differences between translation and interpreting
b analyse and paraphrase the meaning in the source language
c acquire the skills of active listening and concentration
d acquire fundamental techniques and strategies essential to
interpreting and
e be able to perform interpreting tasks on topics from general areas
Subject Synopsis
Indicative
Syllabus
1 Orientation
- interpreting vs translation
- development of interpreting
- functions and features of different forms of interpreting
- quality assessment of interpreting
2 Codes of ethics
- fidelity
- confidentiality
- impartiality
3 Fundamental skills for interpreting
- active listening
- memory retention
- comprehension
- paraphrasing
- delivery
4 Drills of interpreting
- sight translation
- liaison interpreting
- short consecutive interpreting
32
TeachingLearning
Methodology
The subject will be delivered on a step-by-step basis Trainings on
fundamental skills of interpreting such as listening memorising
paraphrasing and delivering will be given to students at different
learning stages depending on the progress of students Given the
skill-based nature of the subject students will undertake in classes a
number of exercises that are designed to train specific interpreting
skills usually after teacherrsquos demonstration Peer evaluation and self
critiques will be used in order to take learners further into the
concepts skills and techniques
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Quiz-1 10
2 Mid-term quiz 30
3 Quiz-2 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Assessments are conducted regularly on a progressive manner
Assessment criteria include accuracy of delivery cohesion of
delivery intelligibility of delivery clarity of delivery and class
participation
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises
outside class 39 Hrs
Reading lecture notes and doing
interpreting assignments 39 Hrs
Total student study effort 117 Hrs
33
Reading List and
References Recommended Books References
Gile Daniel (2009) Basic Concepts and Models for Interpreter and
Translator Training John Benjamins Publishing Company
Jones Roderick (1998) Conference Interpreting Explained
Manchester St Jerome Publishing
Mason Ian (1999) Dialogue Interpreting Ian Mason St Jerome
Publishing
周兆祥 (1999)《口譯的理論與實踐》商務印書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
34
Subject Code SPD3263
Subject Title Introduction to Bilingual Communication
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
In Hong Kong it is a common practice especially in the corporate world
that the same message has to be presented in the appropriate language to
readers andor audiences who are either Chinese monoglots or English
monoglots or Chinese-English bilinguals This mode of communication
is not a form of translation and interpretation because it does not involve
a source message Besides communicative norms vary across languages
and between monolingual and multilingual contexts In this age of
globalisation where corporate functions are often done in more than one
language and involve personnel from more than one culture bilingual
communication could be a key to success in the corporate world This
subject together with SPD4559 attempt to prepare students for this
mode of communication in the workplace Specifically the focus of this
subject is to develop in students a grip on the conceptual resources
related to bilingual communicative norms and the conduct and content of
bilingual communication especially its integrated form
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a come to grips with the norms and principles of conducting
language-mediated communication in an age of globalisation
multilingualism and multiculturalism
b develop a communicative sense concerning when and where
monolingual norms or bilingual norms be used
c have a general idea about linguistic varieties and how this concept
relates to bilingual communication in corporate contexts
d the impact of the global spread of bilingualism and globalisation on
corporate communication
e how the emergence of bilingual varieties of communication relate to
the aforementioned developments
35
Subject
Synopsis
Indicative
Syllabus
1 conceptual resources underpinning an understanding of bilingual amp
cross-cultural communication
2 conduct amp content of bilingual communication
3 code choice in corporate communication in multilingual
metropolises
4 cross-lingual variation in communicative norms
5 bilingual mode of oral amp written communications in the private
sector
Teaching
Learning
Methodology
Matter that provides a conceptual grounding for the subject will be
delivered in a number of lectures Attempts to develop studentsrsquo grip of
these concepts will be made via in-class exercises
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks~
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 In-class written
exercises 25
2 In-class oral
exercises 25
3 Quiz 20
4 Subject report 20
5 Attendance amp
participation 10 NA
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Practices and Exercises 35 Hrs
Reading and Writing 35 Hrs
36
Total student study effort 109 Hrs
37
Reading List
and References Recommended (Introductory)
Bilbow G T (1996) Business speaking for Hong Kong Hong Kong
Longman Asia Ltd
Coastal Training Technologies Corporation (2002) Communications
intelligence Business etiquette Carlsbad CA CRM Learning
Luke K K amp Theodossia-Soula P (Eds) (2002) Eds Telephone
calls Unity and diversity in conversational structure across languages
and cultures Amsterdam J Benjamins
Marconi J (2004) Public relations The complete guide Singapore
Thomson
Schultz M Hatch M J amp Larsen M H (Eds) (2000) The
expressive organisation Linking identity reputation amp the corporate
brand Oxford Oxford University Press
Scholte J A (2000) Globalisation A critical introduction
Basingstoke Macmillan
Recommended (Advanced)
Gudykunst W B (2004) Bridging differences Effective intergroup
communication (4th
ed) Thousand Oaks California Sage Publications
Hofstede G (2001) Cultures consequences Comparing values
behaviors institutions and organisations across nations (2nd
ed)
Thousand Oaks California Sage Publications
Hofstede G Hofstede G J amp Minkov M (2010) Cultures and
organisations Software of the mind (3rd
ed) New York McGraw-Hill
References
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
中文資料
中國社科院語言研究所詞典編輯室 (2012) 現代漢語詞典 香港商
務印書館(香港)有限公司
中國社會科學院語言研究所 (2011) 新華字典 北京 商務印書館
吳光華主編 (2003) 新漢英辭典 上海 上海交通大学出版社
徐斌主編 (2003) 現代應用文寫作全書 西安 三秦出版社
張立民等編 (1994) 英漢對照應用文大全 南京 江蘇科學技術出版
社
楊正寬 (2002) 應用文 臺北 楊智文化事業股份有限公司
38
劉俊平 (2014) 應用文實戰手冊 先修班 臺北 三民書局股份有限
公司
蔣磊 (2000) 英汉習語的文化觀照与對比 荊州 武汉大学出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
39
Subject Code SPD3270
Subject Title Analysis of English
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject has the aim of acquainting the students with the structural
properties of the English language in a systematic way Context-related
properties will also be discussed so as to enable students to understand
the internal structures of the language through its use in real life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a demonstrate understanding of the basic structures of English and
their formation processes
b demonstrate that they grasp the basic techniques in segmenting and
representing the major structural patterns in English
c generalise and apply such knowledge and skills to the analysis of
newly-encountered English data
d develop critical and logical thinking
Subject
Synopsis
Indicative
Syllabus
1 Lexical Aspects
- Words and lexemes word categories
- Analysing English words base stem root affix morpheme and
its realisations inflection and derivation
- Word formation processes in English
2 Sentential Aspects
- Categories and structures of sentences clauses and phrases
- Phrases and their main characteristics head and dependents NP
DP AdjP AdvP PP VP
- Inflectional forms of verbs tense aspect mood
- Canonical and non-canonical clauses subject predicate
predicator object complement adjunct
- Sentence patterns and their graphic representations
Teaching
Learning
Methodology
This subject diverges from traditional approaches because it adopts a
data-driven context-oriented perspective in analysing the structural
properties of English
40
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Test-1 20
2 Test-2 20
3 Test-3 20
4 Final test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed through four tests which will assess the studentsrsquo
understanding of the grammatical theories taught and their ability to
apply such knowledge to the analysis of authentic English data
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 80 Hrs
Total student study effort 119 Hrs
Reading List
and References
Main Textbook
Huddleston Rodney and Geoffrey K Pullum (2005) A Students
Introduction to English Grammar Cambridge University Press
References for Further Study
Burridge Kate and Jean Mulder (1998) English in Australia and New
Zealand Oxford University Press
Carter Ronald Rebecca Hughes and Michael McCarthy (2000)
Exploring Grammar in Context Cambridge University Press
Coates Richard (1999) Word Structure Routledge
Gelderen Elly van (2010) An introduction to the grammar of English
41
John Benjamins Publishing Company
Leech Geoffrey and Jan Svartvik (2002) A Communicative Grammar of
English [The Third Edition] Longman
McCrum Robert William Cran and Robert MacNeil (2003) The Story
of English [The Third Edition] Penguin Books
Tallerman Maggie (2015) Understanding Syntax [The Fourth Edition]
New York RoutledgeTaylor amp Francis Group
Yule George (1998) Explaining English Grammar Oxford University
Press
陸國強 (1999)《現代英語詞彙學 ( 新版 )》 [Modern English
Lexicology the Revised Edition]上海外語教育出版社
章振邦 (1997) 《新編英語語法》(A New English Grammar) 上海外
語教育出版社第三版
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
42
Subject Code SPD4553
Subject Title English for Chinese Cultural Themes
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives To fulfil the English part of the Discipline-Specific Language
Requirement (DSLR) of the University by brushing up the use of
English for Chinese cultural themes
Intended Learning
Outcomes
Students are expected to be able to
a explain key features of Chinese culture in English
b use English as an effective tool for communication on various
Chinese cultural themes (eg traditional Chinese art literature
and philosophy)
c have an informed understanding of such communication
Subject Synopsis
Indicative
Syllabus
1 Principles for expressing in English Chinese culture loaded ideas
11 Fidelity vs recipient-friendliness
12 Means of re-presentation
121 Paraphrase
122 Annotation
123 Interpretation
124 Translation
125 Other means
2 Romanisation for Chinese and its pronunciation in English
21 Wade-Giles transliteration system
22 Mandarin Romanisation
23 Cantonese Romanisation
24 Pronunciation in English
3 Chinese-English glossaries in select areas
31 Chinese philology
32 Chinese society and politics
33 Chinese art and literature
34 Chinese religion
35 Chinese philosophy
36 Other areas
4 Essay-writing in the above select areas
43
TeachingLearning
Methodology
The subject will be conducted in highly interactive seminars so that
major Chinese issues and cross-cultural issues will be sufficiently
addressed In order to well expound the essential principles of the
subject (eg paraphrase interpretation annotation etc) case studies
and hands-on work will be supplemented under guidance of the
teacher whereas the assignments and in-class tests are designed to
encourage studentsrsquo active participation as well as to help develop
their critical thinking and writing ability
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Oral presentation 20
2 Essay writing
35
3 Attendance amp
class
participation
5
4 In-class tests 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 78 Hrs
Total student study effort 117 Hrs
Reading List and
References Main Readings
Chao YR 1969 ldquoDimension of Fidelity in Translation With Special
Reference to Chineserdquo Harvard Journal of Asiatic Studies 29 109-
130
Chao YR 1956 ldquoChinese Terms of Addressrdquo Linguistic Society of
America 32 (1) 217-241
Deeney John J 1995 ldquoTranscription Romanisation
Transliterationrdquo in Chan Sin-wai amp David E Pollard eds An
44
Encyclopedia of Translation Hong Kong Chinese University Press
1085-1107
Jin Di amp Nida Eugene 1984 On Translation Beijing China
Translation amp Publishing Corporation
Zhang Longxi 2010 ldquoThe Complexity of Differences Individual
Cultural and Cross-Culturalrdquo Interdisciplinary Science Reviews
35(3-4) 341-252
References for Further Study
Chan Wing-tsit 1973 A Source Book in Chinese Philosophy (4th
printing) Princeton Princeton University Press
Hodge B amp Kam Louie 1998 The Politics of Chinese Language
and Culture The Art of Reading Dragons New YorkLondon
Routledge
Introductions to Chinese Culture (30 vols) Cambridge amp New York
Cambridge University Press 2011
Kung-chuan Hsiao 1979 A History of Chinese Political Thought
New Jersey Princeton University Press
Quick References
DeFrancis John 2000 ABC Chinese-English Comprehensive
Dictionary Honolulu University of Hawaii Press
Hucker Charles O 1985 A Dictionary of Official Titles in Imperial
China Stanford Calif Stanford University Press
Kleeman Julie amp Yu Harry 2010 Oxford Chinese Dictionary
Oxford Oxford University Press
Journals
China Quarterly
China Journal
Early China
Journal of Chinese Religions
Journal of Chinese Studies
Modern China
Philosophy East amp West
Trsquooung Pao
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
45
46
Subject Code SPD4554
Subject Title Chinese and Bilingual Academic Inquiry
Credit Value 3
Level 4
Medium of
Instruction
Chinese (with English)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This subject aims to introduce students to the basic principles
strategies techniques and tools for Chinese and bilingual academic
inquiry and problem solving with emphasis on Chinese and bilingual
academic reading writing and information handling in support of
language-based academic and professional work This subject also
fulfils the Chinese part of the Discipline-Specific Language
Requirement (DSLR) of the University
Intended
Learning
Outcomes
Students are expected to be able to
a apply effective strategies and skills to academic reading and
writing in Chinese and bilingual contexts
b benefit from various resources both traditional and IT-oriented
for Chinese and bilingual academic inquiry
c evaluate select and deploy effectively IT tools for information
retrieval and data processing to support Chinese and bilingual
academic inquiry and problem solving
Subject Synopsis
Indicative
Syllabus
1 Orientation
- Language and culture
- Language and society
- Academic enquiry in a bilingual context
- To be academically inquisitive in a bilingual context
2 Intake of ideas in a bilingual context
- To read effectively
- Notes making as an aid to idea reception
3 Information handling in the bilingual context
- retrieval
- assessment
- classification and sorting
- further processing
4 Chinese and bilingual academic resources
- Traditional
- IT related
- Multi-media and hyper-media
47
5 IT tools for Chinese and bilingual information processing
- E-dictionaries and e-encyclopedias
- WWW and online library information retrieval
- Word-processing with the help of Microsoft Office
Teaching
Learning
Methodology
The subject will be conducted in interactive seminars supported with
computer-mediated demonstrations Class participation in the form of
continuous input by students will be encouraged to simulate problem
solving and solution enhancement environments
Online tutorial on academic integrity will facilitate studentsrsquo
self-learning at their own pace through a link within this subject
at moodlecpce-polyueduhk
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
method task
Weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Quiz 40
2 Homework 60
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed entirely through coursework consisting of two
quizzes and three pieces of homework Homework requires the
students to locate and solve a practical problem of academic inquiry
via making educated uses of whatever resources available The quizzes
are meant to consolidate the studentsrsquo basic understanding and skills in
Chinese and bilingual academic inquiry
Online Tutorial on Academic Integrity
To help students understand the importance of academic honesty and
learn ways to ensure that their work and behaviour at SPEED are
acceptable in this regard the Online tutorial on Academic Integrity is
included in this subject Students will need to complete the Tutorial
by Week 5 The Online Tutorial is part of the subject completion
requirement Students who fail to complete the Online Tutorial will
fail this subject
For students who have completed the Online Tutorial in another
subject they can be exempted from this requirement Proof of
48
completion (ie e-Certificate) is required
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Online tutorial on academic integrity 1 Hr
Readings and study 78 Hrs
Total student study effort 118 Hrs
Reading List and
References In Chinese (sorted in Pinyin)
费夫贺马尔坦 (李鸿志译) 《印刷书的诞生》 桂林 廣西師範
大學出版社 2007
羅樹寶 《說書 從獸骨到紙張的文字行旅》 台北 商周出版
2007
林玉山《工具書學概論》 廣州 廣東教育出版社 2004
王寧鄒曉麗 《工具書》 香港 和平圖書有限公司 2003
楊承運肖東發編 《北大學者談讀書》 北京圖書館出版社
2000
余嘉錫 (1884-1955) 《目录学发微 〈含古书通例〉》 北京 中
国人民大学出版社 2004
In English
Baez Benjamin and Boyles Deron The Politics of Inquiry Education
Research and the ldquoCulture of Sciencerdquo New York University of
New York Press 2009
Bergmann L S Academic Research and Writing Inquiry and
Argument in College Boston Longman 2010
Dunne M Pryor J and Yates P Becoming a Researcher A
Companion to the Research Process Maidenhead Open University
Press 2005
Flower L Learning to Rival A Literate Practice for Intercultural
Inquiry New Jersey Lawrence Erlbaum Associates Inc
Herring J E The Internet and Information skills A Guide for
Teachers and School Librarians London Facet Publishing 2004
Lester J D Writing Research Papers A Complete Guide (11th
ed)
New York Pearson Longman 2005
Long L and Long N Computers Information Technology in
Perspective Upper Saddle River Pearson Education Prentice Hall
2005
49
Lu Tonglin ldquoTransnationalism and Glocalisation in Chinese
Language and East Asian Cinemasrdquo China Review Vol 10 No 2
Fall 2010 1-14 (httpcupcuhkeduhkojsindexphpChinaReviewarticleviewFile24543404search= )
Lvovich N The Bilingual Self Inquiry into Language Learning
(PhD dissertation) Ohio Union Institute 1995
Nunan D and Choi Julie Language and Culture Reflective
Narratives and the Emergence of Identity New YorkLondon
Routledge 2010
Web Resources
中国语言文字网 httpwwwchina-languagegovcn
粵語審音配詞字庫
httphumanumartscuhkeduhkLexislexi-can
重編國語辭典修訂本
http1401113446newDictdictindexhtml
異體字字典 http140111140mainhtm
Chinese Character Dictionary汉字字典
httpwwwchinalanguagecomdictionariesccdict
《重訂標點符號手冊》修訂版與試用版內容對照表
httpwwwedutwfilessite_contentM0001haushioupdf
OneLook Dictionary Search httpwwwonelookcom
Online Dictionary for Library and Information Science
httplucomodlisaboutcfm
Google Scholar
httpscholargooglecom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
50
Subject Code SPD4557
Subject Title Integrated Study (Bilingual Studies)
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge
Indicative Area Subject Title
Bilingual Studies SPD3261 Introduction to Bilingual Studies
Translation amp
Interpreting SPD3189 Translation for the Workplace
SPD3262 Interpreting for the Professions
Linguistics SPD3260 Analysis of Modern Chinese
SPD3270 Analysis of English
Bilingual
Communication
SPD3263 Introduction to Bilingual
Communication
DSLR+
English SPD4553 English for Chinese Cultural
Themes
DSLR+
Chinese SPD4554 Chinese and Bilingual Academic
Inquiry +
Discipline-Specific Language Requirement subject
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject offers students an opportunity to integrate and apply
their language skills and knowledge of bilingual studies acquired on
the programme Students are expected to develop their critical
thinking skills by working independently to plan manage produce
and evaluate a detailed piece of work in one semester This subject
will provide studentsrsquo opportunities to evaluate and reflect critically
on their chosen area of study
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a identify a theoretical framework or model or practical problem
for investigation and study
b apply the language theories and knowledge of bilingual studies
acquired in the programme
c evaluate and reflect critically on the chosen topic and its
implications
d present findings recommendations andor results in a clear and
effective manner
51
Subject Synopsis
Indicative Syllabus
Students may choose to adopt different approaches for this
Integrated Study Some suggestions are as follows
1) Literature Review Approach students can discuss and analyse a
theoretical model or framework and conduct a critical review of
the literature in a particular area related to bilingual studies
OR
2) Practical Approach students can synthesise and apply what they
have learnt to manage a project based on an analysis of a
perceived need of a real business non-profit making
organisation
Other approaches are possible subject to the PEG approval
TeachingLearning
Methodology
A detailed project guideline will be provided to help the students
Each student will then be assigned to a supervisor who will provide
guidance throughout this project Specific consultation hours will
be arranged to facilitate students in this project Students are
required to develop and define a topic in consultation with the
supervisor submit a proposal and a progress report and at the end
submit a final report
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme Committee
The project will be assessed on the basis of proposal progress report
(including discussion and consultation with supervisor) and final
report
Assessment of proposal and progress report will focus on the
formative aspect of student performance and is appropriate for
intended outcomes 1 and 2 The final report accounts for 70 of
assessment and assessment is based on all four intended outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 100
1 Proposal 15
2 Progress report
(including discussion and
consultation with
supervisor)
15
3 Final report 70
Total 100
52
Student Study
Effort Expected Lecturer-student contact
Workshops 6 Hrs
Consultationsupervision 25 Hrs
Other student study effort
Self-study 120 Hrs
Total student study effort 1285 Hrs
Reading List and
References
References
Anderson J amp Poole ME (2002) Assignment and thesis writing
(4th
ed) Milton John Wiley amp Sons
Babbie E (2012) The practice of social research (13th
ed)
Cengage Learning
Bryman A (2011) Business research methods Oxford amp New
York Oxford University Press
Creswell J W (2007) Qualitative inquiry and research design
Choosing among five approaches (2nd
ed) Thousand Oaks CA
Sage Publications
Creswell J W (2008) Research design Qualitative
quantitative and mixed methods approaches (3rd
ed) Thousand
Oaks CA Sage Publications
Davis K A (1995) Qualitative theory and methods in applied
linguistics research TESOL Quarterly 29(3) 427-453
Doumlrnyei Z (2007) Research methods in applied linguistics
Oxford Oxford University Press
Doumlrnyei Z (2010) Questionnaires in second language research
Construction administration and processing (2nd
ed) New
York NY Routledge
Harmon C (2000) Using the internet online services and CD-
ROMs for writing research and term papers (2nd
ed) New York
amp London Neal-Schuman
Kumar R (2005) Research Methodology A step-by-step guide
for Beginners (2nd
ed) SAGE Publication
Merrigan G (2004) Communication Research Methods
Belmont CA WadsworthThomson Learning
Polonskey M J (2005) Designing and Managing a Research
53
Project A Business Studentrsquos Guide Thousand Oaks CA SAGE
Ruane J M (2005) Essentials of Research Methods A Guide to
Social Science Research Malden MA Blackwell
Silverman D (2013) Doing qualitative research A practical
handbook London SAGE
Zikmund W (2003) Business research methods (7th
ed) South-
Western of Thomson Learning
Additional papers and books relevant to the studentrsquos specific
project topic will be identified by the student or recommended by the
supervisor
54
Subject Code SPD3225
Subject Title Written English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build studentsrsquo competencies in
professional written English It is designed to enable students to
write in a crisp efficient professional style that gets the required
results by focusing on the readerrsquos needs and minimising any
chances of misunderstanding
Secondary objectives are to expand studentsrsquo range of language and
to improve accuracy tone and cohesion
Modern Professional Style will be analysed practised and mastered
to gain the benefits of precision of expression enhanced
relationships and accountability
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a analyse their readersrsquo needs and select information accordingly
b write concisely and without ambiguity of message
c create a positive impression through improved accuracy and
tone
d accomplish demanding writing tasks within desired timeframes
The above will include attention to and feedback on a range of
studentsrsquo written English skills
range of language
grammatical accuracy
organisation and coherence
toneappropriacy
55
Subject Synopsis
Indicative Syllabus
Part 1 Modern Professional Style for Email
Effective vs ineffective written communication
Being able to apply key principles and techniques of Plain English
Developing an awareness of the needs of the reader Critically
comparing the features of effective and ineffective written texts
Creating a reader-friendly document
Making key information stand out frontloading key information
using vertical lists and using parallel structure
Modern Professional Style
Using key principles and techniques such as conciseness and an
appropriate register (neutral style vs informal style)
Developing an appropriate tone
Creating a sincere professional image through vocabulary
selection grammatical voice and positive tone
Genre specific patterns
Recognising and applying appropriate patterns for a variety of
purposes particularly
Dealing with enquiries
Discussing and agreeing terms
Expressing dissatisfaction
Responding to customer problems
Linguistic range and accuracy
Being better able to select appropriate vocabulary and control
grammatical accuracy Being able to identify and correct common
errors in written texts
Part 2 Modern Professional Style for Reports
Applying the appropriate techniques from Part 1 to short reports
and proposals Being able to effectively select and organise relevant
information in order to write a well organised reader friendly report
or proposal
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the professional written English
Step 2 Students analyse texts and - with guidance - discover key
language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
56
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy tone
conciseness etc
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods tasks
weighting
Intended subject
learning outcomes
to be assessed
a b c d
Continuous Assessment 50
1 Communicating with
colleagues or customers 20
2 Short report or proposal 30
Examination (BULATS
Writing Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate in written English in a business
context The tasks also indirectly address in terms of content For
example the assessed tasks may require students to synthesise
business information from different functional units of an
enterprise discuss how best to deal with an ethical dilemma facing
an enterprise andor use their global outlook to decide the best way
to deal with a business-related communication task
Subject Intended Learning Outcomes (SILOs)
Each of the three assessment tasks allow the SILOs to be assessed
The assessed tasks are however different from each other in that
they elicit from students a range of relevant text types eg
responding to an enquiry expression dissatisfaction asking a
colleague for clarification writing a short marketing report etc
Each task is designed to elicit a representative sample of language
from which studentsrsquo range accuracy organisation coherence
and tone appropriacy can be assessed Task completion will also
be assessed written communication often has a specific objective
and whether or not a text achieves its objective needs to be
considered in awarding grades for communicative ability
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
57
Criteria and descriptors vary slightly between the formative tasks
and the BULATS Writing Test but the core underlying language
skills are very similar
Student Study
Effort Expected
Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Books References
Ashley A (2000) A handbook of commercial correspondence
Oxford Oxford University Press
Brock SL (2003) Better business writing techniques for
improving correspondence (4th
ed) Menlo Park CA Crisp
Learning
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Oxford
Macmillan
Bilbow Grahame T (2004) Business writing for Hong Kong (3rd
ed) Hong Kong Longman
Holt R D Grigor amp N Sampson (2004) Email International
business correspondence for all occasions Hong Kong
Macmillan
McCarthy M et al (2009) Grammar for business Cambridge
University Press
Mascull Bill (2010) Business vocabulary in use Advanced
Cambridge Cambridge University Press
Mascull Bill (2010) Business vocabulary in use Intermediate
Cambridge Cambridge University Press
Pile L (2004) E-mailing Addlestone UK DELTA Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
58
Subject Code SPD3226
Subject Title Spoken English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build a broad awareness of and develop
the spoken English communication skills that are increasingly
needed to achieve successful outcomes in a range of fairly
demanding work-related situations
This is a task-based subject in which students encounter a range of
simulated professional situations focussed on problem solving and
presentations The contexts are designed to provide opportunities to
introduce analyse and practise a range of functional language (eg
the language of negotiating options promising action clarifying
meaning etc) with particular attention to tone and register A
secondary objective is to expand studentsrsquo professional vocabulary
Intended Learning
Outcomes
On successfully completing this subject students will have the
language skills to be able to do the following in a professional and
appropriate manner
a establish a professional relationship in an appropriate manner
b contribute to and if necessary manage a problem-solving
meeting in a professional and appropriate manner
c present themselves their ideas and the products and services of
a company or organisation
d negotiate in a professional and appropriate manner
The above will include attention to and feedback on a range of
studentsrsquo spoken English skills
range of language
grammatical accuracy
pronunciationstressintonation
discourse management
interactive communication skills
59
Subject Synopsis
Indicative Syllabus
Communicating in Groups
Functional language for
contributing to meetings (eg asking for and giving opinions
dealing with interruptions clarifying etc)
managing meetings (eg setting objectives asking for
clarification keeping to the point summarising etc)
problem-solving (eg stating options balancing arguments
changing your approach etc)
decision making (eg making a suggestion expressing doubt
stating future action etc)
Presenting Persuasively
Functional language and communication techniques for
Laying solid foundations the start the finish signposting
Powerful techniques eg repetition rhetorical questions the
rule of three
Being positive and dramatic power words amp convincing
language storytelling and anecdotes
Handling questions paraphrasing questions answering
strategies
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the target language in realistic professional
contexts
Step 2 Students analyse audiovideo recordings and transcripts
and with guidance-discover key language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy pronunciation
etc
60
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
method tasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
50
1 Three- way problem-
solving discussion 25
2 Individual
presentation 25
Examination
(BULATS Speaking Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate more effectively and efficiently in
professional spoken English in a business context
Subject Intended Learning Outcomes (SILOs)
The three assessment tasks allow each of the 4 SILOs to be
assessed at least twice Each task is designed to elicit a
representative sample of language from which studentsrsquo range
accuracy discourse management pronunciation stress
intonation and interactive abilities can be assessed
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
Criteria and descriptors vary slightly from one assessed task to
another depending on the exact skill-set to be assessed but the core
underlying language skills are very similar
Student Study
Effort Expected Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
As this is a language skills subject it does not require extensive
academic reading but rather extensive exposure analysis and
practice Students may find the following sources useful
Recommended Books References
Allison J amp P Emmerson (2007) The business intermediate
studentrsquos book with DVD ROM Oxford Macmillan
Centre for Professional and Business English (2002) Business
61
English kit for HK executives common errors business writing
amp social English Hong Kong Economic Times
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Macmillan
Oxford UK
Mascull Bill (2002) Business vocabulary in use intermediate
Cambridge Cambridge University Press
Mascull Bill (2004) Business vocabulary in use Advanced
Cambridge Cambridge University Press
McCarthy M et al (2009) Grammar for business Cambridge
Cambridge University Press
Murphy R (2012) English grammar in use with answers A self-
study reference amp practice book for intermediate students of
English (4th
ed) Cambridge Cambridge University Press
Online Resources
General
BBC Learning English
wwwbbccoukworldservicelearningenglishgeneral
Presentations
Presentation Magazine wwwpresentationmagazinecom
PolyU ELC
httpelcpolyueduhkcillpresentationsordering_questionhtm
Podcasts
Business English Pod wwwbusinessenglishpodcom
English Pod wwwenglishpodcom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
62
Subject Code SPD4337
Subject Title English and Chinese in Contrast
Credit Value 3
Level 4
Medium of
Instruction
English (Chinese is used only when a Chinese term is referred to)
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Linguistic Knowledge in English and Chinese would be helpful for
deeper understanding of this course
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This is a comprehensive linguistic course highlighting the
differences between English and Chinese through a linguistic
study of both It aims to develop studentsrsquo awareness of the
contrastive linguistic differences and similarities in Chinese and
English With daily examples students should be able to identify and
analyse critically the structures and functions of these languages and
apply the subject knowledge to solve linguistic problems encountered
in professional and workplace discourses and in daily communication
situations This subject will also encourage studentsrsquo examination of
the intercultural linguistic difference between the east and the west as
well as the intra-cultural differences within the Greater China region
essential to translation and other integrated use of English and
Chinese for professional communication
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a recognise the significance of contrastive analysis in professional
communication
b develop an understanding of the linguistic differences and
similarities between Chinese and English
c identify and analyse critically the structures and functions of these
languages
d apply the subject knowledge to the explanation of linguistic
phenomena encountered in professional discourses and in day-to-
day communication situations
e examine the intercultural difference between the east and the west
as well as the intra-cultural differences within the Greater China
region linguistically essential to translation and other integrated
use of English and Chinese for professional communication
63
Subject Synopsis
Indicative
Syllabus
Overview of Contrastive Analysis
Introduction to contrastive analysis in linguistics function and
importance of contrastive analysis in linguistics evolution of and
philosophies behind the Chinese and English languages
Linguistic Differences and Similarities between Chinese and
English
Fundamental Linguistic characteristics of English and Chinese
contrastive study of English and Chinese phonetics and phonology
word formation morphology grammar syntax semantics
Cross-cultural Translation and Communication
Translation skills (order form structure) language of respect and
humanity face politeness conventional cognition of English and
Chinese
Teaching
Learning
Methodology
Lectures will introduce and explain the principles and various
approaches to contrastive language studies with specific reference to
examples drawn from the greater China region and the English-
speaking countries wherever appropriate and invite sharing of
observations through group discussion
Tutorials provide students the opportunity to deepen their
understanding of the concepts taught in lectures and to understand the
linguistic differences and similarities between Chinese and English as
well as cultural differences in Chinese and English through tutorial
exercises student presentations and group discussions
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d e
Continuous Assessment 60
1 Group project with
individual components 35
2 Mid-term test 15
3 Participation and in
class work 10
Examination 40
Total 100
64
Student Study
Effort Expected Class contact
Lecture 26 Hrs
Tutorial 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
Yule G (2010) The study of language (4th
ed) UK Cambridge
University Press
潘文國 (2013) 漢英語言對比概論 北京 商務印書館
References
Chen D (2011) Contrastive linguistics between Chinese and
English Beijing Foreign Language Teaching and Research Press
Hatim B (1997) Communication across cultures Translation theory
and contrastive text linguistics Exeter Exeter University Press
Nida E A (1993) Language culture and translating Shanghai
Shanghai Foreign Language Education
Snell-Hornby M (2001) Translation studies An integrated
approach Amsterdam John Benjamins
何善芬 (2002) 英漢語言對比研究 上海 上海外語敎育出版社
卉君 (1993) 漢語基本知識 香港 商務印書館
黃伯榮 amp 廖序東 (2011) 現代漢語 北京 高等教育出版社
金惠康 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
李德津 amp 程美珍 (2008) 外國人使用漢語語法 (修訂本) 北京
北京語言大學出版社
蕭立明 (2010) 英漢比較硏究與翻譯 上海 上海外語敎育出版
社
陳定安 (1997) 英漢比較與翻譯 香港 商務印書館
王武興 (2003) 英漢語言對比與翻譯 北京 北京大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
65
Subject Code SPD4346
Subject Title Translation for the Media
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Basic knowledge in SPD3189 Translation for the Workplace or
equivalent
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject introduces to the students the features and practices of
the media industry in Hong Kong and important concepts and
techniques in the translation of media documents including news
reports magazine articles web pages etc It provides sufficient
practice to help students acquire hands-on experience and essential
skills to develop expertise in media translation
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the features and practices of the media industry in Hong
Kong
b analyse different formats and styles of English and Chinese
media texts and
c form and apply appropriate approaches and strategies for
translation tasks of different media texts
Subject Synopsis
Indicative Syllabus
Features and Practices of Media Industry in Hong Kong
Todayrsquos media Functions of the mass media Fundamental
considerations of media translation Tasks of a media translator
Characteristics of Media Language
Nature of media language Semantic level Syntactic level Rhetoric
level Features of English and Chinese media writings
Translation Skills Approaches and Strategies for Media
Documents
Transliteration literal translation liberal translation and combined
translation Addition omission repetition reversion and
rearrangement of words and expressions Balance of accuracy
fluency and expressiveness Adapting editing and re-writing texts
Translation for Printed Media
Translation strategies and approaches for different types of printed
media writings including news reports magazine articles editorials
etc
66
Translation for Electronic Media
Translation strategies and approaches for different types of
electronic media writings including TV and radio broadcast
internet etc
TeachingLearning
Methodology
Lectures focus on the introduction and explanation of translation
theories and concepts with specific reference to different media
documents wherever appropriate Group discussions are arranged
regularly Tutorials provide students with the opportunity to deepen
their understanding of the concepts taught in lectures and to apply
the theories in practice The activities in tutorials normally include
discussion practice and presentation related to both the source text
and the target text of media documents
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments (eg
test reflective journal case
study)
20
3 Group assignments (eg
project report research
paper)
10
4 Class participation 10
Examination 40
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
67
Reading List and
References
Recommended Textbook
There is no prescribed textbook This is a dynamic course which
mainly involves current media documents in Hong Kong Lecture
summary and supplementary notes may be distributed from time to
time
References
Ho W K (2001) Media translating In An Encyclopedia of
Translation Chinese-English eds Chan Sin-wai amp David E
Pollard (pp 651 ndash 657) Hong Kong The Chinese University Press
Itule BD amp Anderson DA (2007) News writing and reporting
for todayrsquos media (7th
ed) New York McGraw Hill
McLoughlin L (2000) The language of magazines London
Routledge
Reah D (2002) The language of newspapers (2nd
ed) London
Routledge
朱伊革 (2007) 英語新聞的語言特點與翻譯 上海 上海交通大
學出版社
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版
金惠香 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
康照祥 (2005) 媒體識讀 臺北 揚智文化
端木義萬 (2000) 傳媒英語研究 北京 中國社會科學出版社
廖柏森 (2007) 新聞英文 閱讀與翻譯技巧 臺北 眾文圖書公
司
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
賴蘭香 (2012) 傳媒中文寫作 香港 中華書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
68
Subject Code SPD4468
Subject Title Writing for Marketing and Public Relations Purposes in English
Credit Value 3
Level 4
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Marketing Management and Public Relations
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject stresses the importance for marketing and PR
professionals to communicate effectively to their target audiences
It equips students with the essential conceptual and analytical skills to
enable them to write a range of effective marketing and PR materials in
English which observe common textual conventions used by
professional marketing and PR writers
The primary focus is on creating effective advertisingpromotional
copy and effective media releases as these are the most common ways
of reaching a target audience Students will also become acquainted
with other text types including backgrounders brochures and broadcast
scripts
Recent technological changes are covered to give students an
understanding of how technology has impacted written communication
skills in the marketing and PR industries
Intended
Learning
Outcomes
Upon successful completion of this subject students will be able to
a identify the intended public and the nature of various media in
planning and writing marketing and PR text
b apply marketing and public relations writing skills to produce
effective promotionaladvertising copy and press releases that reach
their target audience with the desired effect
c recognise and understand legal and ethical problems associated
with marketing and public relations writing and adjust writing style
to avoid these and
d proofread a range of marketing and public relations texts to
improve accuracy by identifying a range of common grammatical
errors
69
Subject
Synopsis
Indicative
Syllabus
The subject develops studentsrsquo awareness of how a range of effective
marketing and PR texts are constructed and helps them develop their
own professional writing skills to produce texts with similar features
It uses genre analysis to analyse the lsquomovesrsquo used by effective
marketing and PR writers in a range of markets and media and
provides many opportunities for students to produce and critically
evaluate their own texts
PART 1 Before you Start Writinghellip
a) Setting communication objectives
Adopting a problem-solution mindset
Defining your target audience
Defining what you want your writing to achieve
b) Considering legal and ethical issues
Defamation
Privacy
Inclusiveness
Gender-neutral writing
lsquoGreenwashrsquo
PART 2 Writing Copy that Sells
a) Key lsquomovesrsquo of successful promotionaladvertising texts
Getting the readerrsquos attention and holding it
Writing from the readerrsquos point of view
Putting human benefits before features
Identifying your USP
Establishing your credibility
Showing that the value exceeds the price
Telling the reader what to do next
Giving the reader a reason to act now
Creating a compelling headlinetagline
b) Critical evaluation of a range of authentic promotionaladvertising
texts in different media
c) Analysis of common linguistic errors in promotionaladvertising
texts written by Chinese L1 writers
PART 3 Writing Successful Media Releases
a) Key lsquomovesrsquo of successful media releases
Identifying a strong news angle
Getting the story into the lead paragraph
Adding high-impact quotes
Creating a compelling headline
Maintaining an objective and neutral tone
b) Critical evaluation of a range of authentic media releases
c) Analysis of common linguistic errors in media releases written by
Chinese L1 writers
70
Teaching
Learning
Methodology
The approach to teaching and learning will incorporate
a) guided discovery
b) skills development in focused tasks and
c) opportunities for students to demonstrate individually their
improved competence
Class time will focus on a discovery-based approach in which students
through guided analysis of model texts will critically evaluate a range
of successful (and occasional unsuccessful) marketing and public
relations copy to identify key features
Students will go on to develop their ability to incorporate these
features into their own writing apply their understanding by
synthesising a range of writing techniques and skills to produce
effective texts of their own in group and individual writing activities
There will be a balance between group work and individual
participation Group work will prepare students to work effectively
with other team members Individual writing tasks and other tasks will
develop a sense of personal responsibility for the quality of their own
communication
Students are expected to read widely on the subject The lecturer will
direct students to one or more specific articles that consolidate and
expand the skill(s) that have been covered that week Alternatively
students may be expected to read some of the theoretical material
before class and come to class already informed of key principles
There is no distinction between lectures and tutorials for this subject
71
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Final Examination 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to approval of the School Programme Committee
Student Study
Effort Expected
Class contact
Lessons 39 Hrs
Self-study and class preparation 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbook
The material is based on the work that the Centre for Professional and
Business English (CPBE) of PolyU carries out with organisations and
working adults in Hong Kong Students will receive the core course
material in two in CPBE-written modules
Part A Writing Copy that Sells
Part B Writing PR Copy
72
References
Aronson M Spetner D amp Ames C (2007) The Public Relations
Writers Handbook The Digital Age 2nd Edition San Francisco
JosseyBass
Bivins T H (2013) Public Relations Writing The Essentials of Style
and Format 8th
Edition McGraw-Hill
Bly RW (nd) The Fundamentals of Persuasive Writing Retrieved 15
December 2015 from wwwblycomPagesdocumentsTFOPWhtml
Farrall C and Lindsley M (2008) Professional English in Use
Marketing Cambridge Cambridge University Press
Harrington J (2015) RIP press releases hello integration and
goodbye PR Welcome to the future of our industry Retrieved 15
December 2015 from wwwprweekcomarticle1366952rip-press-
releases-hello-integration-goodbye-pr-welcome-future-industry
Hayden CJ (2009) Increase Your Signal-to-Noise Ratio Retrieved 15
December 2015 from wwwgetclientsnowcomsignal-to-noise-
ratiohtm
Makepeace C (2009) How to Create a Killer Ad Retrieved 15
December 2015 from
wwwmakepeacetotalpackagecomarchiveshow-to-create-a-killer-ad
Rich C (2012) Writing and Reporting News 7th ed Belmont
California Wadsworth
Ross K (2015) How to Write a Press Release in One Easy Lesson
Retrieved 15 December 2015 from wwwkayrosscompress-
releasehtml
Ross K (2015) Why Should I Visit Your Website - And Why Should I
Stick Around Retrieved 15 December 2015 from
wwwkayrosscomwhy-websitehtml
Schermerhorn M (2005) Writing Great Website Sales Copy
Retrieved 15 December 2015 from httpezinearticlescomWriting-
Great-Website-Sales-Copyampid=36763
Scott DM (2013) The New Rules of Marketing amp PR How to Use
Social Media Online Video Mobile Applications Blogs News
Releases and Viral Marketing to Reach Buyers Directly Hoboken NJ
John Wiley amp Sons
Smith R D (2008) Becoming a Public Relations Writer A Writing
Process Workbook for the Profession 3rd ed Routledge
73
Swain JW amp Swain KD (2014) Effective Writing in the Public
Sector Armonk USA Routledge
Whitaker W R Ramsey J E and Smith R D (2012) Media writing
print broadcast and public relations 4th ed New York Routledge
Wilcox D L (2012) Public Relations Writing and Media
Techniques 7th ed Pearson
Yopp J J and McAdams K (2014) Reaching Audiences a Guide to
Media Writing 6th ed Boston Allyn amp Bacon
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
74
Subject Code SPD4556
Subject Title Languages in Contemporary Societies
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to help the students to understand the
social nature of language to be keenly aware of the product and process
of languages in contact and cross-language influence in the accelerated
globalising society and to be able to apply the sociolinguistic knowledge
learned in class to analyse and evaluate language use in various social
and cultural contexts
Intended
Learning
Outcomes
Students are expected to be able to
a Articulate the social nature of language and the role of language in
both reflecting and constructing a speakers social identity
b Acquire acute awareness and understanding of the dynamics of
language variation and change in multilingual and multicultural
societies
c Appraise critically language-related issues and exercise critical
judgment in evaluating language use in various social and cultural
contexts
d Apply sociolinguistic knowledge to describe and explain the
phenomena of human interaction the students encounter
e enhance critical thinking in the course of study a theoretical subject
socio-linguistics
f enhance biliteracy and trilingualism by virtue of a deeper
understanding of language use in cosmopolitan multi-lingual cities
like Hong Kong
Subject
Synopsis
Indicative
Syllabus
1 Language and social identity
2 Bilingualism and diglossia
3 Societal multilingualism
4 Code-mixing and code-switching
5 Linguistic variation and change
6 Language culture and thought
7 Register genre and style
8 Language and internet development
9 New Media Literacy
75
Teaching
Learning
Methodology
Theory and practice will be fully integrated throughout the subject In
addition to the provision of key concepts of the subject and guidance on
applications highly interactive seminars are designed to encourage
active participation from the students in classroom discussion
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation 20
2 Quiz 20
3 Term paper 40
4 Class participation 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed by presentation quiz and term paper While
the quiz assesses the studentsrsquo grip of the subject matter of a general
nature the presentation and term paper will involve applying the
conceptual resources learned in the subject to describe critically
evaluate and explain some samples of language use in society Besides
the participation tutorial encourages the students to participate actively
in discussion and critically responds to the teacher and fellow classmates
in academic debates
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Supervised studies group work 35 Hrs
Library search fieldwork own research 35 Hrs
Total student study effort 109 Hrs
76
Reading List and
References Aitchison Jean and Diana M Lewis (ed) 2003 New Media
Language London Routledge
Auer Peter (ed) 2007 Style and Social Identities Alternative
Approaches to Linguistic Heterogeneity New York Mouton de
Gruyter
Bonvillain Nancy (2014) Language culture and communication
the meaning of messages [The Seventh Edition] Upper Saddle
River NJ Pearson
Claika Elaine 1994 Language The Social Mirror (3rd Ed) Heinle
amp Heinle
Deborah Tannen and Anna Marie Trester (ed) 2013 Discourse 20
language and new media Washington DC Georgetown University
Press
Eckert Penelope amp Sally McConnell-Ginet 2013 Language and
Gender [The Second Edition] Cambridge University Press
Fasold Ralph 1996 The Sociolinguistics of Language Oxford
Basil Blackwell
Holmes Janet 2013 An Introduction to Sociolinguistics [The
Fourth Edition] Longman
Wardhaugh Ronald (2015) An Introduction to Sociolinguistics
[The Seventh Edition] Chichester John Wiley amp Sons Inc
Stockwell Peter 2007 Sociolinguistics A Resource Book for
Students Routledge
教育部語言文字信息管理司組編《中國語言生活狀況報告》
2005 2006 2007 2008 2009 2011 北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
77
Subject Code SPD4558
Subject Title Applied Translation Studies
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to produce students who understand the factors
involved in communication across two languages who have an
awareness of the different levels of meaning in a text who can use this
awareness to evaluate both source texts and their translations who
have an awareness of basic issues concerning translation as a
profession It will also assist students to examine texts and analyse the
linguistic and sociolinguistic issues underlying communication across
cultures
Intended
Learning
Outcomes
Students are expected to be able to
a understand linguistic and cultural issues in translation
b analyse texts from the point of view of a translator
c identify translation problems in relation to syntax lexis function
and cultural issues to classify them and to find solutions
d translate texts of various types using appropriate strategies and
procedures
e become thinking translators
f students are expected to develop the ability of critical thinking and
cultural appreciation
Subject
Synopsis
Indicative
Syllabus
1 introduction- what translation studies does
2 science of translationmdashlinguistic approach to translation
3 dynamic equivalence
4 type reader translator strategy (functionalist approach)
5 text analysis in translation
6 translation procedures
7 translation of metaphor
8 translation of terminology
9 cultural issues in translation
10 multilingualism in a monolingual text
11 translation in the context of bilingualism and biculturalism
78
Teaching
Learning
Methodology
This subject will be conducted in lectures and seminars Assignments
will be designed to provide tasks which encourage and develop critical
analysis and evaluation as well as encourage and develop the
discussion of their own work and existing translations
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 One paper 80
2 Class
participation
amp paper-conducting
20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed in the form of essays describing
translation problems encountered by the students using theories learned
in class and readings and analyse existing translations
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Peter Newmark A Textbook of Translation (New York Prentice Hall
1988) Eugene A Nida ldquoDynamic Equivalence in Translationrdquo in An
Encyclopaedia of Translation (Hong Kong Chinese University Press
1995) pp223-230
Jin Di ldquoEquivalent Effect in Translationrdquo in An Encyclopaedia of
Translation (Hong Kong Chinese University Press 1995) pp231-234
Roman Jakobson ldquoOn Linguistic Aspects of Translationrdquo Theories of
Translation eds Rainer Schulte and John Biguenet (Chicago and
London University of Chicago Press 1993) pp 144-151
Marilyne Rose ldquoTranslation Types and Conventionsrdquo Translation
Spectrum ed Marilyne Rose (Albany State University of New York
Press 1981) pp31-40
Katharina Reiss ldquoText Types Translation Types and Translation
79
Assessmentrdquo Readings in Translation Theory ed Andrew Chesterman
(Helsinki Oy Finn Lectura Ab 1989) pp106-115
Juliane House ldquoTranslation Quality Assessmentrdquo Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 157-161
Christiane Nord Translation as a Purposeful Activity St Jerome
(1997)
Marrlyne Rose ldquoTime and Space in the Translation Process in
Translation Spectrum pp 1-7
Vinay amp Darkelnet ldquoTranslation Proceduresrdquo in Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 61-69
Jin Di amp Eugene Nida On Translation 中國對外翻譯出版公司
1984
JC Catford A Linguistic Theory of Translation Oxford Univ Press
1965
孫述宇金聖華《英譯中》香港中文大學校外進修部
1975
張培基等《英漢翻譯教程》上海瓦與教育出版社2007
譚載喜《新編奈達論翻譯》北京對外翻譯出版公司1999
劉靖之ldquo重神似不重形似rdquo《翻譯論集》(香港三聯書店
1989) pp1-15
羅新璋 ldquo我國自成體系的翻譯理論rdquo《翻譯論集》(香港商務
印書館1989) pp1-19
林語堂 ldquo論翻譯rdquo 《翻譯論集》(香港三聯書店1989)
pp32-47
趙元任ldquo論翻譯中信達雅的信的幅度rdquo《翻譯論集》(香
港三聯書店 1989)pp48-63
陳西瀅 ldquo論翻譯 rdquo《翻譯論集》(北京商務出版社
1989)pp 400-408
曾虛白ldquo翻譯中的神韻與達rdquo《翻譯論集》(北京商務出版
社 1989)pp 409-416
80
傅雷ldquo翻譯與臨畫 mdash《高老頭》重譯本序rdquo 《翻譯論集》(香
港三聯書店1989) pp 68-69
傅雷關於翻譯的通信《翻譯論集》(香港三聯書店1989)
pp 70-78
錢鍾書ldquo林紓的翻譯rdquo《翻譯論集》(香港三聯書店1989)
pp 302-332
黃宣範ldquo翻譯的語言基礎rdquo《翻譯與語意之間》(台北聯經出
版事業公司1993)pp217-242
《翻譯季刊》香港翻譯學會
《中國翻譯》中國翻譯者協會
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
81
Subject Code SPD4559
Subject Title Bilingual Communication Workshop
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The aim of this subject is to achieve better co-ordination and
integration for the learning of Chinese (including Putonghua) and
English among the students and to better prepare students for
professional environments where the two written codes and three
spoken languages will be either simultaneously interchangeably or
integratively used It is believed that such environments are the
norm in both the private and public sectors of Hong Kong and that
graduates from this programme will be expected to assume as
executives the role of linguistic brokers or intermediaries in these
environments
This subject focuses on enhancing studentsrsquo biliterate and trilingual
skills as well as integrated bilingual communication via a lsquolearning
by doingrsquo approach whereas SPD3263 focuses on developing
studentsrsquo grip on the conceptual resources related to bilingual
communicative norms and the conduct and content of bilingual
communication especially its integrated form
Intended Learning
Outcomes
Students are expected to be
a knowledgeable of the types and features of bilingual
communication in both the private and public sectors
b skilled in parallel drafting of documents in both Chinese and
English and in integrated forms of bilingual communication
c able to conduct a range of acts of verbal and non-verbal
communication such as speech opening amp closing
complimenting amp toasting informational probing amp querying
criticising amp self-defending in a professional manner in cross-
cultural and professional contexts
d bilingual norms of language-mediated communication
e communicative norms of inter-cultural communication
f rhetorical tasks involving queries critique ampor lobbying
82
Subject
Synopsis
Indicative
Syllabus
1 making amp defending a case in both Cantonese Putonghua amp
English
2 conducting parallel case documentation in both Chinese and
English
3 making queries in Cantonese Putonghua and English
4 conducting integrated bilingual communication
Teaching
Learning
Methodology
This subject will be conducted in a highly interactive workshop mode
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks~
weighting
Intended subject learning outcomes to
be assessed
a b c d e f
Continuous
Assessment
100
1 Three oral
exercises 55
2 Two written
exercises 35
3 Feedback
given as a
consultant^
10
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
As an advocate (25) as a fact-finder (10) as a critic (20)
^ Consultant is a role-play position in the simulated class exercises The role
of the consultant in class exercises is to offer helpful suggestions to other
players for improvement This part of assessment is a minor class work
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Guided Supervision 13 Hrs
Other student study effort
Preparation amp Practices 35 Hrs
Writing Exercises 35 Hrs
Total student study effort 109 Hrs
83
Reading List and
References References
Argenti P (2007) Corporate communication (4th
ed) New York
NY McGraw-HillIrwin
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
Chaney LH amp Martin JS (2014) Intercultural business
communication (6th ed) Upper Saddle River NJ PearsonPrentice
Hall
John Sinclair (Eds) (2011) Collins Cobuild English dictionary for
advanced learners Bishopbriggs Glasgow HarperCollins
Mascull B (2010) Business vocabulary in use Advanced (2nd
ed)
Cambridge Cambridge University Press
Mascull B (2010) Business vocabulary in use Intermediate (2nd
ed) Cambridge Cambridge University Press
中國社科院語言研究所詞典編輯室 (2016) 現代漢語詞典 香港
商務印書館
中國社會科學院語言研究所 (2011) 新華字典(第 11 版) 北京
商務印書館
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
香港理工大學中文及雙語學系 (2010) 理大實用中文寫作手冊
香港 香港理工大學中國語文教學中心
陸谷孫(2008)英漢大詞典 上海上海譯文出版社
經濟日報出版社 (2002) 中國商務應用文書手冊 香港 經濟日
報出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
84
Subject Code SPD4563
Subject Title Chinese Media in the Bilingual Context
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject presents and explores issues of bilingualism and
multiculturalism in Chinese media practice in the accelerated globalising
and pluralistic societies of today utilising conceptual resources from
bilingualism and discourse analysis The students are encouraged to
reflect and generalise the use of language and languages in media
discursive practice and to apply and extend their creative and critical
thinking capacity as well as their bilingual knowledge and skills through
analysing and practicing different media genres in Hong Kong and the
related Cultural China regions
Intended
Learning
Outcomes
Students are expected to be able to
a acquire a good understanding of the sociocultural and
sociolinguistic characteristics of Chinese media in Hong Kong and
its related Cultural China regions
b appraise critically language-related issues of media communication
in the accelerated globalising and digitalising world
c develop further bilingual knowledge and skills with an appropriate
usemix of signs styles and symbols for Chinese media production
in a pluralistic society
d develop critical and creative thinking via analysing and producing
different media products in Hong Kong and the related Cultural
China region
e develop integrated biliteracy and trilingualism with heightened
awareness and appreciation of the multilingual and multicultural
mix in Hong Kong and the related Cultural China regions
Subject
Synopsis
Indicative
Syllabus
1 Globalisation localisation and the development of Chinese media
2 Orality and literacy in Chinese media
3 New words and formation in Chinese media
4 Codemixing and codeswitching in Chinese media
5 Intertextuality and hybridity in Chinese media
6 Stylistic variations and changes in Chinese media
7 Signs and Symbols in Chinese media
8 Ideology and image transformation in Chinese media
85
Teaching
Learning
Methodology
The subject will be divided into lectures and seminars Lectures will
cover the major themes in the broadest form while seminars will
concentrate on the special topics andor case studies A combination of
various exercises including presentation class discussion and media
work production will be utilised to maximise the learning outcomes for
the students Tutorial sessions will be arranged to assist students to
complete their assignments satisfactorily
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e
Continuous
Assessment
100
1 Presentation 20
2 Class
participation 15
3 Media
production 45
4 Quiz 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Seminars 13 Hrs
Other student study effort
Readings amp Discussion 30 Hrs
Writing amp problem-solving tasks 50 Hrs
Total student study effort 119 Hrs
86
Reading List
and References
Baran Stanley J 2007 Introduction to Mass Communication Media
Literacy and Culture (Updated 4th ed) New York McGraw-Hill
Chan K J W Walls and D Hayward 2007 (ed) East-West
Identities Globalisation Localisation and Hybridisation Boston
Brill
Craig T J and R King 2002 Global Goes Local Popular Culture in
Asia Hong Kong Hong Kong University Press
Li David CS 1996 Issues of Bilingualism and Biculturalism A Hong
Kong Case Study New York Peter Lang
Lee CC JM Chan Z Pan and CY K So 2002 Global Media
Spectacle News War over Hong Kong New York State University of
New York Press
Machin D amp T V Leeuwen 2007 Global Media Discourse A
Critical Introduction New York Routledge
Meinhof U amp J Smith 2000 Intertextuality and the Media From
Genre to Everyday Life New York Manchester University Press
Wu D D (ed) 2008 Discourses of Cultural China in the Globalising
Age Hong Kong Hong Kong University Press
Lee Francis L F (2014) Talk radio the mainstream press and public
opinion in Hong Kong Hong Kong Hong Kong University Press
王建華主編 2006《資訊時代報刊語言跟蹤研究》杭州浙
江大學出版社
吳東英 許謙文 2000 方言變異還是語體變異 內地與香港娛
樂新聞的語篇差異分析《中國語文》第一期35-41頁
吳東英秦秀白吳柏基2004香港報刊語言口語化的表現形
式和功能《當代語言學》 第3期248-256頁
俞旭郭中實黃煜主編(1999)《新聞傳播與社會變遷》香
港中華書局
鄭慶君 2007《手機短信中的語言學》長沙湖南大學出版
社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
87
Subject Code SPD4564
Subject Title Classical Chinese for Today
Credit Value 3
Level 4
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help our student to break the language barrier that
prevents them to access the civilisation of Ancient China recorded in the
textual forms It enables students to acquire reading ability in Classical
Chinese by adopting the principled systematic approach devised by Wang
Li and his team at Peking University to the acquisition of Classical
Chinese on the part of undergraduate students The essence of this
approach is the division of teaching materials into three parts namely (1)
texts (2) basic vocabulary (3) grammatical patterns and relevant
knowledge with a strong sense of striking a balance between maximising
the utility of each of these three parts and integrating the three as far as
practicable
Intended
Learning
Outcomes
Students are expected to be able to
a acquire sufficient vocabulary to understand Classical Chinese
b acquire the basic grammatical features that are commonly found in
Classical Chinese
c make use of dictionaries and reference works that are instrumental
in studying Classical Chinese source material
d generalise and apply the knowledge acquired to comprehend newly-
encountered texts
e translate Classical Chinese into modern Chinese
f appreciate the historical developments of Chinese language
g relate the classical texts to the cultural historical philosophical and
social evolutions in China
h develop critical and logical thinking through learning Classical
Chinese in a systematic manner
i acquire life-long learning skills through the application of
dictionaries and reference works in the study
j enhance the appreciation of traditional Chinese civilisation
including culture history and philosophy
k identify the influences of traditional Chinese civilisation on the
contemporary world
l have a better sense of historic-national identity and responsibility
88
Subject
Synopsis
Indicative
Syllabus
A Selected Texts
1 Pose Zuozhuan (左傳) Mencius (孟子) Lunyu (論語)
Zhuangzi (莊子) Xunzi (荀子) Han Fei Zi (韓非子)
Zhanguoce (戰國策) Sun Zi (孫子兵法) Shiji (史記)
Hanshu (漢書)
2 Poem Shijing (詩經)Chuci (楚辭)Tangshi (唐詩)
Songci (宋詞)
B Vocabulary
1 The basic meanings and the extended meanings of the
lexical items found in the selected text
2 The synonyms and related words of the lexical items
3 The semantic change of the lexical items in the history of
Chinese language
C Grammatical features
1 Sentence types and their markers
2 Passive versus active sentences
3 Lexical categories Pronouns Connectives prepositions
adverbs and particles
4 The functional shift of lexical categories in Classical
Chinese
5 Word Order in Classical Chinese
D Relevant Knowledge
1 Major dictionaries and reference works in studying
Classical Chinese
2 The metrical patterns in poems and verses
3 The family names and personal names in Ancient China
4 The official titles Ancient China governments
5 The rituals and festivals of Ancient China
6 The astronomical calendar adopted in Ancient China
Teaching
Learning
Methodology
In addition to lectures provided by the subject teacher students will be
required to apply the taught skills to solve problems in understanding
Classical Chinese on their own Critical discussion on the different
commentaries and annotations of the selected texts will be held
Presentations on the socio-cultural aspects of Ancient China will also be
required
89
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes to be assessed
a b c d e f g h i j k l
Continuous
Assessment
50
Examination 50
Total 100
Continuous assessment items andor weighting may be adjusted by the subject
lecturer subject to the approval of the School Programme Committee
The subject will be assessed by assignments and examination The take-
home assignments assess the respective knowledge and skills for the subject
while the final examination assesses studentsrsquo vocabulary size
comprehension ability and translation skills of Classical Chinese
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self studies 60 Hrs
Course work (total 3) 9 Hrs
Total student study effort 108 Hrs
Reading
List and
References
王力主編2006《古代漢語》(校訂重排本)一至四冊北京中華
書局
張世祿2004《古代漢語教程》(修訂版)上下冊上海復旦大學
出版社
王力1984《談談學習古代漢語》濟南山東教育出版社
王力編2000《王力古漢語字典》北京中華書局
王政白1992《古漢語同義詞辨析》合肥黃山書社
楊伯峻何樂士2001《古漢語語法及其發展》(修訂本)北京
語文出版社
村夫向東1985《古漢語語法手冊》太原山西人民出版社
周振甫2004《怎樣學習古文》北京中華書局
張中行2007《文言津逮》北京中華書局
The Reading List and References are indicative Relevant reading materials
will be suggested and assigned from time-to-time when they are deemed
90
appropriate
91
Subject Code SPD4565
Subject Title Communications in Greater China
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
Greater China is a political plurality and is multicultural with policies
and practices of communications varying from polity to polity This
subject will provide students with a survey and understanding of the
social and media characteristics and the communicative norms that are
essential for interpreting evaluating and designing corporate
communication materials related to media relations in the region
Conceptual resources from global communication and cross-cultural
competence will be utilised with the hope to further develop the
studentsrsquo multilingual sensitivity and their multicultural competence
which should help them better adapt to their future professional life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a articulate the social systems and the characteristics of persuasive
communication in the Greater China region
b articulate the media systems and characteristics that are relevant
to media relations management in the region
c evaluate the appropriateness and effectiveness of the language for
persuasion in the region based on their acquired knowledge of the
communicative norms and variations within the region
d plan design and produce integrated materials for public
communication campaigns and managing publicity for the
corporation
e broaden outlooks with enhanced knowledge and understanding of
the linkages and differences in the Greater China region
f enhance biliteracy and trilingualism with heightened awareness
and performance in using different Chinese varieties and styles in
relation to the context of the region
Subject
Synopsis
Indicative
Syllabus
1 The emergence of the concept Greater China and its constituents
2 Governmental policies and practice of communications in Greater
China
3 Public opinions and corporate image management in Greater
China
4 External corporate communications in Greater China
interpersonal dimension
5 External corporate communications in Greater China media
systems and practice
92
Teaching
Learning
Methodology
In addition to attending lectures and tutorials students are provided with
tasks that require survey evaluation and comparison as well as practice
of various forms of corporate communication and of managing
interpersonal and media relations for the corporation in the region
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation
oral quiz 20
2 Problem set 40
3 Quiz 20
4 Participation
tutorial 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The presentation oral quiz allows the students to demonstrate their
understanding of lecture content and provides them with an opportunity
to deal with a special topic within the subject in depth The problem set
will involve applying the conceptual resources learned from the subject
to 1) critically evaluate and justify the suitability of persuasive
communication(s) in Greater China 2) critique the existing approaches
and construct an alternative model for persuasive communication in the
region andor 3) plan and design materials for effective public
communication campaigns in the region While the quiz assesses the
studentsrsquo grip of the subject matter of a general nature the students are
also encouraged to participate actively in class by discussing with their
fellow classmates in the QampA session after the presentation oral quiz
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and Discussion 35 Hrs
Writing and Problem-solving Tasks 35 Hrs
Total student study effort 109 Hrs
93
Reading List
and
References
Lu Xing Wenshan Jia and D Ray Heisey (ed) 2002 Chinese
Communication Studies Contexts and Comparisons Westport CT Ablex
Publishing
Miller Dan P amp Robert L Heath 2004 Responding to Crisis A Rhetorical
Approach to Crisis Communication Mahwah NJ Lawrence Erlbaum
Associates Publishers
Magala Slawomir (ed) 2005 Cross-cultural Competence London
Routledge
McPhail Tomas L 2006 Global Communication Theories Stakeholders
and Trends Malden MA Blackwell Publishing
Rawnsley Gary D and Ming-Yeh T Rawnsley (ed) 2003 Political
Communications in Greater China New York RoutledgeCurzon
Stiff James B and Paul A Mongeau 2003 Persuasive Communication
New York The Guiford Press
Wu Doreen D (ed) (2008) Discourses of Cultural China in the
Globalising Age Hong Kong Hong Kong University Press
Yu Bin (ed) 1996 Dynamics and Dilemma Mainland Taiwan and Hong
Kong in a Changing World New York Nova Science Publishers
陳國明主編 2004《中華傳播理論與原則》五南圖書出版股份有限
公司
胡泳ldquo在互聯網上營造公共領域rdquo《現代傳播》2010 年第 1 期
单业才编著 2007 《企业危机管理与媒体应对》北京 清華大學出
版社
林景新著 2009《网络危机管理》廣州暨南大學出版社
劉建明 2006 《新聞發布概論》北京 清華大學出版社
張海洋 2006《中國的多元文化與中國人的認同》民族出版社
翟學偉 1994 《面子 人情 關係網》河南人民出版社
翟学伟 2011 《中国人的脸面观 形式主义的心理动因与社会表
征》 北京大学出版社
朱海松 2010 《网络的破碎化传播传播的不确定性与复杂适应
性》中国市场出版社
單波石義彬劉學 2011《新闻传播学的跨文化转向》上海交通
94
大學出版社
石国亮 2012《新媒体时代公关案例》 研究出版社
黎佩兒 2012《香港傳媒-新聞自由與政治轉變》天地圖書出版
社
The Reading List and References are indicative Relevant reading materials will
be suggested and assigned from time-to-time when they are deemed appropriate
95
Subject Code SPD4566
Subject Title Consecutive Interpreting
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Pre-requisite SPD3262 Interpreting for the Professions
Objectives
This subject is designed to consolidate the basic interpreting skills
learnt in ldquoSPD3262 Interpreting for the Professionsrdquo and further
develop studentsrsquo interpreting abilities by training them to be able to
undertake consecutive interpreting (CI) tasks on general topics in
the workplace In this subject students will learn some essential CI
skills such as active listening note-taking and oral presentation to
behave professionally in CI Practice will focus on CI tasks on
various topics between Chinese (MandarinCantonese) and English
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a master the basic skills and strategies essential to CI
b recognise the specific requirements of an interpreting task
c make adequate preparation for a CI task
d apply CI to a wide variety of situational uses
e undertake interpreting tasks in the workplace
Subject Synopsis
Indicative Syllabus
1 Basic concepts of interpretation
Functions and features of different types of interpretation
Criteria for good interpretation
Professional ethics and practice
2 Skills for CI
Note-taking skills
Improvisation skills
Public speaking skills
Sight translation skills
TeachingLearning
Methodology
Classes will be conducted in a language laboratory in an interactive
mode Speech recordings on current affairs will be used in classes as
training materials to keep students updated on latest events to
widen their vocabulary and to enrich their repertoire of expressions
In addition audio and video recordings of professional interpreters
will be shown in order to expose learners to different interpreting
styles Students will also be asked to research on interpreting
assignments that cover a variety of topics on current local and
international issues Through class discussion students are guided to
develop self-evaluation and peer-evaluation skills
96
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Class
participation and
performance
10
2 Mid-term quiz 30
3 After-class
practice 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject adopts formative assessment method Specifically
students will be assessed through a series of quizzes in the course of
learning These quizzes will be conducted at different learning
stages to assess studentsrsquo performance under pressure and to
evaluate studentsrsquo progress of learning CI from Chinese (mainly
Cantonese) to English and English to Chinese (mainly Cantonese)
will carry equal weighting in the assessment
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises outside
class 39 Hrs
Reading lecture notes and doing interpreting
assignments 39 Hrs
Total student study effort 117 Hrs
Reading List and
References
Gentile Adolfo Uldis Ozolins amp Mary Vasilakakos 1996 Liaison
Interpreting A Handbook Melbourne Melbourne University Press
Gillies Andrew 2005 Note-taking for Consecutive Interpreting A
Short Course Manchester St Jerome Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
97
Subject Code SPD4568
Subject Title Translation for Business and Commerce
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to train students in the practice of translation for
business and commerce Students will be introduced to basic concepts
and principles relating to business and commercial translation
Through a variety of hands-on tasks students will acquire and apply
specific strategies and techniques to tackle translational problems in
various types of business and commercial texts Students will also
learn to think critically about ethical issues that professional
translators face in the industry
Intended Learning
Outcomes
At the end of the course students should be able to
a Reflect critically on basic concepts and principles relating to
business and commercial translation
b Identify specific strategies and techniques in solving
translational problems in business and commercial texts
c Apply the concepts principles strategies and techniques
acquired to the translation of various types of texts in the
business and commercial domain
Subject Synopsis
Indicative
Syllabus
1 the nature and function of business and commercial translation
2 basic concepts and principles
3 translating general business documents strategies and
techniques
4 translating technical financial documents strategies and
techniques
TeachingLearning
Methodology
This subject will be conducted in a highly interactive seminar mode
Lectures will be complemented by hands-on tasks and class
discussions Assignments will be designed to help learners apply the
knowledge acquired in class to practical translation work
98
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Assignment 1 25
2 Assignment 2 25
3 Assignment 3 25
4 Assignment 4 25
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Being a skill-oriented subject assessment is based primarily on
assignments and an end-of-semester class test
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References Brett Michael (2000) How to Read Financial Pages London Random
House
Downes J amp Goodman J E (2006) Barronrsquos Dictionary of Finance
and Investment Terms 7th edition New York Barronrsquos
Downes J amp Goodman J E (2003) Barronrsquos Finance amp Investment
Handbook New York Barronrsquos
周兆祥(2004)《財經翻譯精要》香港商務印書館
李德鳳(2007)《財經金融翻譯》香港香港大學出版社
白雲開 (2001)《21世紀商用中文書信寫作手冊》香港香港城
市大學出版社
張新紅李明 (2011)《商務英語翻譯》北京高等教育出版社
99
陳仕彬 (2003) 《金融翻譯技法》香港中文大學出版社
許建忠 (2003)《工商企業翻譯實務》香港中文大學出版社
方夢之毛忠明 (2008) 《英漢mdash漢英應用翻譯綜合教程》上
海上海外語教育出版社
李長栓 (2012) 《非文學翻譯理論與實踐》北京中國對外翻譯
出版公司
王恩冕 (2005) 《如何翻譯英語報刋經濟文章》北京對外經濟
貿易大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
1
1 PROGRAMME HOST
The Bachelor of Arts (Honours) in Bilingual Studies is hosted by the School of
Professional Education and Executive Development (SPEED) which assumes the
overall academic responsibility in the realm of quality assurance in both teaching and
learning
2 PROGRAMME OPERATION AND MANAGEMENT
21 The School Programme Committee (SPC) oversees the operation of all PolyU-SPEED
award programmes The SPC meets at least twice a year
22 A Programme Executive Group (PEG) will be formed to manage the day-to-day
operation of the Bachelor of Arts (Honours) in Bilingual Studies The PEG which
operates informally is chaired by the Programme Leader and includes staff with key
responsibilities for the programme Student representatives will be invited to meet
with the PEG in each semester to provide feedback
23 Students will also be invited to nominate their representatives to join the StudentStaff
Consultative Group (SSCG) in SPEED SSCG is a formal channel through which
student views are obtained It meets at least once per semester and reports or makes
recommendations as appropriate to the SPC
24 Students are encouraged to provide feedback on subject level via the Student
Feedback Questionnaire (SFQ) exercise which will be considered by the related
parties for continuous improvement of teaching and learning
3 CONTACT INFORMATION
Programme Leader
Dr K H Cheung
(Tel 3746-00774 Email khcheunspeed-polyueduhk)
Deputy Programme Leader
Dr Val Chen
(Tel 3746 0084 Email spczilispeed-polyueduhk)
Administrative Staff
Ms Elsa Ho Programme Officer
(Tel 3746 0070 Email ooelsahospeed-polyueduhk)
Ms Cecilia Lai Administrative Assistant
(Tel 3746 0069)
General Enquiry Line 3400 2828
Fax Number 2363 0540
Website httpwwwspeed-polyueduhk
Email Address spawardspeed-polyueduhk
2
4 AWARD TITLE
Bachelor of Arts (Honours) in Bilingual Studies
Students may apply to exit the programme for the ordinary degree of ldquoBachelor of Arts
in Bilingual Studiesrdquo upon fulfilling the requirements as specified in Section 13112
of this document
5 MODE STUDY LOAD AND DURATION OF STUDY
51 The programme is offered in full-time mode of study
52 The normal study load is 15 credits in each semester
53 Prior approval from the School is required if students wish to deviate from the
recommended study load The maximum study load to be taken by a student in a
semester is 21 credits1 unless exceptional approval is given by the Director of SPEED
For such cases students will be reminded that the study load approved should not be
taken as grounds for academic appeal
54 Students on academic probation will be required to take a reduced study load To help
improve the academic performance of the students on academic probation the School
will decide the maximum number of credits to be taken by these students on an
individual basis
55 The normal duration of the programme is 2 years The maximum period of
registration is twice the normal duration ie 4 years
6 ATTENDANCE
It is important that students attend classes and study related activities regularly and
punctually Participation forms a critical part in the learning process contributing to
the desired learning outcomes Absence will affect study progress and students should
not be absent without good reason
Some subjects under this programme are Continuing Education Fund (CEF)
reimbursable subjects For CEF reimbursement claims students are required to fulfil
the attendance requirement as stipulated by the Office of CEF
1 Not applicable to students on academic probation
3
7 PROGRAMME AIMS AND OUTCOMES
71 Aims of the Programme
The overarching aim of the programme is to build on the linguistic knowledge and skills
of graduates from relevant Associate Degree Higher Diploma programmes producing
knowledgeable Chinese-English bilinguals with a broad linguistic base who can
approach language and related cultural issues intellectually contribute to the
development of bilingual studies and apply their expertise to related professions in Hong
Kong and other cosmopolitan Chinese communities
72 Programme Intended Learning Outcomes
Graduates of the programme are expected to
(a) have a cultivated understanding of the academic disciplines that form the knowledge
foundation for a career closely related to bilingual studies
(b) have a broad linguistic base that forms the skills foundation for a career where
bilingual studies are applicable
(c) be equipped with sound knowledge of Chinese and English
(d) be equipped with good command of Chinese and English
(e) be able to analyse and solve problems relating to bilingual studies
(f) be able to develop critical thinking
(g) be able to cope with stringent demands in terms of ethics leadership etc made by
society and the professional world
73 Correlation between Programme Intended Learning Outcomes and Institutional Learning
Outcomes
The following table shows the correlation of the programme intended learning
outcomes and PolyUrsquos institutional learning outcomes at undergraduate degree level
Programme
Intended
Learning
Outcomes
Institutional Learning Outcomes for Undergraduate Degree
Competent
professional
Critical
thinker
Effective
communicator
Innovative
problem
solver
Lifelong
learner
Ethical
leader
a
b
c
d
e
f
g
4
8 ENTRANCE REQUIREMENTS
81 The minimum requirements for admission to the programme are
(a) Holders of an Associate Degree a Higher Diploma or equivalent qualification in
relevant disciplines awarded by recognised universities institutions
(b) Those who do not possess the above-mentioned qualifications but have reached
the age of 25 before 1 September in the year in which they seek admission may
apply as mature applicants Mature applicants should possess relevant working
experience in senior positions and have completed post-secondary studies in
related fields They will also be required to pass an admission test and
demonstrate to an Admission Interview Panel their ability to complete the
programme
82 Applicants who apply for admission with non-local qualifications are also required to
attain the following English language requirement
IELTS 60 or TOEFL 550 (paper based) 213 (computer based) 80 (Internet
based)
The above requirement may be exempted for applicants who have completed sub-
degree programmes or equivalent with English as the medium of instruction
9 CREDIT TRANSFER AND EXEMPTION
91 Credit Transfer
Students will be given credits for recognised previous study and the credits will be
counted towards meeting the requirements of the award Normally not more than
50 of the required number of credits for the academic award may be transferable
from approved institutions outside The Hong Kong Polytechnic University (PolyU)
For transfer of credits from programmes within the PolyU normally not more than
67 of the required credits for the award can be transferred In cases where both
types of credits are transferred not more than 50 of the required number of credits
for the award may be transferred Grades may or may not be given for the transferred
credits
The programme is an articulation degree programme Students normally will not be
given credit transfer for any required Cluster-Area Requirements (CAR) and Service-
Learning subjects under General University Requirements (GUR) and they must
complete at least 60 credits2 to be eligible for the award Students who have
completed comparable subjects at sub-degree studies may apply for exemption
Should exemption be granted students will be required to take other electives
(including free electives) to make up the total of 60 credits2 required
2 The minimum requirement of 60 credits does not include the Language and Communication
Requirements (LCR) subjects under GUR which are applicable to individual students
5
The granting of credit transfer is a matter of academic judgement In assessing the
transferability of subjects previously taken the syllabus of that subject should be
carefully scrutinised to ascertain that it is comparable to the curriculum of the
programme Other relevant information may also be required to ascertain the
academic standing of the institution offering the previous study Decision on granting
credit transfer lies with the School
For credit transfer of retaken subjects the grade attained in the last attempt should be
taken in the case of credit transfer with grade being carried over Students applying
for credit transfer for a subject taken in other institutions are required to declare that
the subject grade used for claiming credit transfer was attained in the last attempt of
the subject in their previous studies If a student fails in the last attempt of a retaken
subject no credit transfer should be granted despite the fact that the student may have
attained a pass grade for the subject in the earlier attempts
Students should not be granted credit transfer for a subject which they have attempted
and failed in their current study
The validity period of subject credits earned is 8 years starting from the year in which
the subject is completed (eg if the qualification credit was earned in 201617 the
validity period should count from 2017 for 8 years) Credits earned from previous
study should remain valid at the time when the student applies for transfer of credits
92 Exemption
Students may be granted exemption from taking certain subjects if they have
successfully completed similar subjects at a comparable level in other programmes
The credits associated with the exempted subjects will not be counted for satisfying
the credit requirements of the programme In such case students will be advised to
take other subjects to satisfy the credit requirements
10 CURRICULUM DESIGN
101 Outcome-based Curriculum
University education goes beyond merely mastering accumulation of factual
knowledge It is vital to develop studentsrsquo ability to solve problems and think
critically These focuses are translated from the initial programme objectives to the
teaching approaches and evaluation of student performance
The underpinning curriculum design principle for this programme is outcome-based
learning An outcome-based curriculum provides a rigorous and robust delineation of
the professional competence It also highlights the generic abilities that are
considered important for the graduates of this programme
Explicitly specified outcomes give a clear direction as to how teaching and assessment
6
should be planned aligned and carried out Ultimately this enhances coherence and
integration among subjects within the programme
In addition students are encouraged to take more responsibility for their own learning
in an outcome-based curriculum When learning outcomes are stated clearly students
are able to plan their own learning more effectively
102 Programme Structure
1021 The programme of study consists of at least 60 credits All students are also required to
complete a non-credit-bearing Work-Integrated Education component
(a) General University Requirements (GUR) (Minimum 9 credits)
Nature Details Credits
Language and
Communication
Requirements (LCR)
6 credits in English amp
3 credits in Chinese
(Students who have met the equivalent standard
of the undergraduate degree LCR will not be
required to take these credits Individual
students who are required to take LCR subjects
will be advised of the details before programme
commencement)
9
Cluster-Area
Requirements (CAR) One subject
with Chinese Reading amp
Writing Requirements and China Studies
Requirement embedded
One subject with English Reading amp
Writing Requirements embedded
3
3
Service-Learning (SL)
Free elective
Prior to the full implementation of SL
students may take a 3-credit free elective in
lieu of SL
3
The latest information on GUR subjects is available on the Student Portal (wwwspeed-polyueduhkmySPEED)
7
(b) Discipline Specific Requirements (DSR) (51 credits)
Indicative Area Subject Title Level
Compulsory Subjects (9 subjects 3 credits each)
Bilingual Studies SPD3261 Introduction to Bilingual Studies 3
Translation amp Interpreting
SPD3189 Translation for the Workplace 3
SPD3262 Interpreting for the Professions 3
Linguistics SPD3260 Analysis of Modern Chinese 3
SPD3270 Analysis of English 3
Bilingual Communication
SPD3263 Introduction to Bilingual Communication 3
DSLR English SPD4553 English for Chinese Cultural Themes 4
DSLR Chinese SPD4554 Chinese and Bilingual Academic Inquiry 4
Capstone SPD4557 Integrated Study (Bilingual Studies) 4
Elective Subjects^ (any 8 subjects 3 credits each at most 1 subject at Level 3)
English Language
SPD3225 Written English for Professionals 3
SPD3226 Spoken English for Professionals 3
SPD4468 Writing for Marketing and Public Relations Purposes in English
4
Linguistics
SPD4337 English and Chinese in Contrast 4
SPD4556 Languages in Contemporary Societies 4
SPD4564 Classical Chinese for Today 4
Translation amp Interpreting
SPD4346 Translation for the Media 4
SPD4558 Applied Translation Studies 4
SPD4566 Consecutive Interpreting 4
SPD4568 Translation for Business and Commerce 4
Bilingual Communication
SPD4559 Bilingual Communication Workshop 4
SPD4563 Chinese Media in the Bilingual Context 4
SPD4565 Communications in Greater China 4
Discipline-Specific Language Requirement subject
^ Offering of any elective subjects is subject to sufficient enrolment
(c) Work-Integrated Education (WIE) Requirement
WIE is a work-based learning experience which takes place in an organisational
context relevant to a studentrsquos future profession or career or the development of
generic skills that will be valuable in the studentrsquos future career development Going
beyond studying within campus it allows students to learn from the outside world yet
at the same time contribute to the industry and or community
Students of this programme are required to complete 300 hours of WIE during their
study period Relevant work experience accumulated during or after sub-degree studies
8
may be recognised for fulfilment of WIE
Students will be provided with the WIE guidelines and be advised of the procedures
for recognition of prior work experience at programme commencement
1022 Exit Award
Students who have completed the following requirements may apply to exit the
programme of study with an ordinary degree of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) GUR (minimum 9 credits)
(b) DSR
All compulsory subjects except ldquoSPD4557 Integrated Study (Bilingual
Studies)rdquo (24 credits)
Any 4 elective subjects with at least 3 subjects at Level 4 (12 credits)
(c) WIE (non-credit-bearing)
(d) Having a GPA of 20 or above
For details please refer to Section 13112
9
103 Recommended Progression Pattern
All students are required to undertake 5 subjects in each semester without intermission
in order to fulfil the study requirements within the 2-year normal duration of study
They are also required to complete 300 hours of Work-Integrated Education within their
study period
Year amp
Semester
Subject Code and Title Subject
Nature
Year 1
Sem 1
SPD3189 Translation for the Workplace C
SPD3261 Introduction to Bilingual Studies C
SPD3263 Introduction to Bilingual Communication C
SPD4554 Chinese and Bilingual Academic Inquiry C
GUR Subject GUR
Year 1
Sem 2
SPD3260 Analysis of Modern Chinese C
SPD3262 Interpreting for the Professions C
SPD3270 Analysis of English C
SPD4553 English for Chinese Cultural Themes C
GUR Subject GUR
Year 2
Sem 1
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
GUR Subject GUR
Year 2
Sem 2
SPD4557 Integrated Study (Bilingual Studies) C
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
C = Compulsory E = Elective GUR = General University Requirements
Remarks
1) The subject offering schedule is subject to change at the discretion of the School
2) For elective subjects priority in enrolment will be granted to students in that particular year of study
3) Offering of any elective subjects is subject to sufficient enrolment
4) Students who are required to take LCR subject(s) will be informed of the study schedule separately
These students are advised to consult the Programme Leader on their progression patterns should
they have any concerns on their study load taking into consideration the LCR subject(s) they are
required to take
10
104 Curriculum Mapping
Below is a mapping of subjects of the Bachelor of Arts (Honours) in Bilingual Studies
with reference to the programme intended learning outcomes The mapping focuses
on how each of the programme outcomes is introduced reinforced and assessed
Subject Code Subject Title Programme Intended Learning Outcomes
(a) (b) (c) (d) (e) (f) (g)
Co
mp
uls
ory
Su
bje
cts
SPD3189 Translation for the Workplace I A R A I A
SPD3260 Analysis of Modern Chinese I A R A I A
SPD3261 Introduction to Bilingual Studies I A I A I A
SPD3262 Interpreting for the Professions I A R A I A
SPD3263 Introduction to Bilingual
Communication I A I A
SPD3270 Analysis of English R A R A
SPD4553 English for Chinese Cultural
Themes R A R A
SPD4554 Chinese and Bilingual Academic
Inquiry I A R A R A I A
SPD4557 Integrated Study (Bilingual
Studies) R A R A R A R A R A R A R A
Ele
ctiv
e S
ub
ject
s
SPD3225 Written English for Professionals R A R A
SPD3226 Spoken English for Professionals R A R A
SPD4337 English and Chinese in Contrast R A R A R A
SPD4346 Translation for the Media R A R A R A
SPD4468
Writing for Marketing and
Public Relations Purposes in
English
R A R A R A
SPD4556 Languages in Contemporary
Societies R A R A I A R A
SPD4558 Applied Translation Studies R A R A R A R A
SPD4559 Bilingual Communication
Workshop R A R A
SPD4563 Chinese Media in the Bilingual
Context R A R A R A
SPD4564 Classical Chinese for Today R A R A R A
SPD4565 Communications in Greater
China R A R A
SPD4566 Consecutive Interpreting R A R A R A
SPD4568 Translation for Business and
Commerce RA R A R A
Introduced (I) That the learning leading to the particular intended outcome is introduced in that subject Reinforced (R) That the learning leading to the particular intended outcome is reinforced in that subject Assessed (A) That the learning leading to the particular intended outcome is assessed in that subject
11
11 MEDIUM OF INSTRUCTION
The medium of instruction is English and Chinese (Cantonese and Putonghua when
spoken)
12 TEACHING AND LEARNING METHODS
The teaching learning philosophy underlying this programme is based on a holistic
diversified and flexible approach teaching students how to learn instead of what to
memorise and equipping them with the requisite skills required of a ldquolifelongrdquo learner
On the whole various teaching and learning strategies are adopted which are geared
to the needs and characteristics of the students
The teaching and learning activities are organised coherently according to the
programme learning outcomes subject nature the particular subject topics level of
difficulty and the integration among other components and subjects of the programme
A variety of teaching and learning methods will be used
The main form of teaching is through the use of interactive lectures supplemented
with tutorial exercises (such as case studies projects and presentations) and various
kinds of audio-visual aids Students also have the chance to gain exposure to
experiential learning self-directed learning case-based learning and problem-based
learning
Web-based teaching is another characteristic of the subjects of this programme It is
used to complement face-to-face teaching not only for encouraging studentsrsquo active
participation but also to encourage them to make use of websites for information
collection
To facilitate learning the subject lecturers not only play the role of introducing new
concepts imparting knowledge but also act as facilitators to encourage students to
share their ideas and experience through class discussion case study oral presentation
and group activities
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment
Assessment of learning and assessment for learning are both important for assuring the
quality of student learning Assessment of learning is to evaluate whether students have
achieved the intended learning outcomes of the subjects that they have taken and have
attained the overall learning outcomes of the programme at the end of their study at a
standard appropriate to the award Appropriate methods of assessment that align with
the intended learning outcomes are designed for this purpose The assessment methods
will also enable the teacher to differentiate studentsrsquo different levels of performance
within the subject Assessment for learning is to engage students in productive learning
activities through purposefully designed assessment tasks
12
Assessment will also serve as feedback to students The assessment criteria and
standards should be made explicit to students before the start of the assessment to
facilitate student learning and feedback provided should link to the criteria and
standards Timely feedback will be provided to students so that they are aware of their
progress and attainment for the purpose of improvement
132 Assessment Methods
Studentsrsquo performance in a subject is assessed by continuous assessment and or
examinations as deemed appropriate Where both methods are used the weighting of
each in the overall subject grade has been clearly stated in Section Two of this
document
To pass a subject a student must obtain a pass grade in both continuous assessment
AND examination if any Continuous assessment may include tests assignments
projects presentations and other forms of classroom participation depending on the
subject area Assignments which involve group work will nevertheless include some
individual components therein The contribution made by each student in continuous
assessment involving group effort shall be determined and assessed separately and
this can result in different grades being awarded to students in the same group
At the beginning of each semester the subject lecturer will inform students of the
details of the methods of assessments to be used within the assessment framework as
specified in this document
13
133 Grading
Assessment grades shall be awarded on a criterion-referenced basis A studentrsquos
overall performance in a subject shall be graded as follows
Subject
Grade
Grade
Point
Short
Description
Elaboration on subject grading description
A+ 45 Exceptionally
Outstanding
The studentrsquos work is exceptionally
outstanding It exceeds the intended subject
learning outcomes in all regards A 4 Outstanding The studentrsquos work is outstanding It exceeds
the intended subject learning outcomes in
nearly all regards
B+ 35 Very Good The studentrsquos work is very good It exceeds
the intended subject learning outcomes in most
regards B 3 Good The studentrsquos work is good It exceeds the
intended subject learning outcomes in some
regards
C+ 25 Wholly
Satisfactory
The studentrsquos work is wholly satisfactory It
fully meets the intended subject learning
outcomes C 2 Satisfactory The studentrsquos work is satisfactory It largely
meets the intended subject learning outcomes
D+ 15 Barely
Satisfactory
The studentrsquos work is barely satisfactory It
marginally meets the intended subject learning
outcomes D 1 Barely
Adequate
The studentrsquos work is barely adequate It
meets the intended subject learning outcomes
only in some regards
F 0 Inadequate The studentrsquos work is inadequate It fails to
meet many of the intended subject learning
outcomes
lsquoFrsquo is a subject failure grade whilst all others (lsquoDrsquo to lsquoA+rsquo) are subject pass grades
No credit will be earned if a subject is failed
14
134 Grade Point Average
There are different types of Grade Point Average (GPA) as described below All of
them are capped at 40
1341 GPA (cumulative GPA)
Cumulative GPA is computed as follows
GPA =
n
n
ValueCredit Subject
ValueCredit Subject Point x GradeSubject
Where n = Number of all subjects (inclusive of failed subjects) taken by the student up to
and including the latest semester term For subjects which have been retaken
only the grade point obtained in the final attempt will be included in the GPA
calculation
In addition the following subjects will be excluded from the GPA calculation
(i) Exempted subjects
(ii) Ungraded subjects
(iii) Incomplete subjects
(iv) Subjects for which credit transfer has been approved but without any grade
assigned3
(v) Subjects from which a student has been allowed to withdraw (ie those with the
code lsquoWrsquo)
A student who is absent from an examination will be given a fail grade the respective
subject will be included in the GPA calculation and will be counted as ldquozerordquo grade
point GPA is thus the unweighted cumulative average calculated for a student for all
relevant subjects taken from the start of the programme to a particular point of time
GPA is an indicator of overall performance
1342 Semester GPA
Calculation of Semester GPA is similar to the rules for GPA as described above
except that only subjects taken in that semester including retaken subjects will be
included This Semester GPA will be used to determine studentsrsquo eligibility to
progress to the next semester alongside with the cumulative GPA However the
Semester GPA calculated for the Summer Term will not be used for this purpose
unless the Summer Term study is mandatory for all students of the programme
concerned and constitutes part of the graduation requirements
3 Subjects taken in PolyU or elsewhere and with grades assigned and for which credit transfer has
been approved will be included in the GPA calculation
15
1343 Weighted GPA
Along with the cumulative GPA a Weighted GPA will also be calculated to give an
indication to the Board of Examiners on the award classification which a student will
likely get if he she makes steady progress on his her academic studies
Weighted GPA will be computed as follows
n
n
i
i
W ValueCredit Subject
W ValueCredit Subject Point GradeSubject
GPA Weighted
where Wi = Weighting to be assigned according to the level of the subject
n = Number of all subjects counted in GPA calculation as set out in 1341
above except those subjects outside the programme curriculum GUR
subjects will be included
For calculating the Weighted GPA (and Award GPA) to determine the award
classification of students who satisfy the graduation requirements a standard
weighting will be applied to all subjects of the same level with a weighting of 2 for
Level 1 and 2 subjects and a weighting of 3 for Level 3 and 4 subjects This is also
applicable to the classification of ordinary degree exit award
1344 Award GPA
When a student has satisfied the requirements for award an Award GPA will be
calculated to determine his her award classification
If the student has not taken more subjects than required the Award GPA will be the
same as the Weighted GPA
Any subjects passed after the graduation requirement has been met or subjects taken
on top of the prescribed credit requirements for award shall not be taken into account
in the Award GPA However if a student attempts more elective subjects (or optional
subjects) than those required for graduation in or before the semester in which he she
becomes eligible for award the elective subjects (or optional subjects) with a higher
grade contribution shall be included in the Award GPA (ie the excessive subjects
attempted with a lower grade contribution including failed subjects will be
excluded)
135 Role of Subject Assessment Review Panel
Subject Assessment Review Panel (SARP) is responsible for monitoring the academic
standard and quality of subjects and ratifying subject results SARP will review the
distribution of grades within a subject and finalise the grades at the end of each
semester before submission to the Board of Examiners (BoE) The BoE will not
attempt to change the grades SARP is also responsible for deciding the granting of
late assessment to students and the form of late assessment
16
SARP shall include the Director of SPEED or his her delegate the relevant subject
examiners and where appropriate the Programme Leader
136 Role of Board of Examiners
The Board of Examiners (BoE) shall meet at the end of each semester to review
studentsrsquo progress and is responsible to the College Board of the College of
Professional and Continuing Education (CPCE) for making decision on
(a) the classification of awards to be granted to each student on completion of the
programme
(b) de-registration cases and
(c) cases with extenuating circumstances
The BoErsquos membership should be composed of staff members associated with the
programme and some senior members The Chairman will normally be the Director of
SPEED
137 Academic Probation
If the cumulative GPA of a student is below 20 he she will be put on academic
probation in the following semester Once a student is able to pull his her cumulative
GPA up to 20 or above at the end of the semester the status of ldquoacademic probationrdquo
will be lifted The status of ldquoacademic probationrdquo will be reflected in the assessment
result notification but not in the transcript of studies
A student on academic probation will be required to take a reduced study load To
help improve the academic performance of the student the School will decide the
maximum number of credits to be taken by him her in the probation semester
138 Progression and De-registration
A student will have ldquoprogressingrdquo status unless he she falls within the following
categories any one of which shall be regarded as grounds for de-registration from the
programme
(a) the student has exceeded the maximum period of registration for the programme
as specified in this document or
(b) the studentrsquos cumulative GPA is lower than 20 for two consecutive semesters
and his her semester GPA in the second semester is also lower than 20 or
(c) the studentrsquos cumulative GPA is lower than 20 for three consecutive semesters
When a student falls within the categories as stipulated above the BoE shall de-
register the student from the programme without exception
Notwithstanding the above the BoE has the discretion to de-register a student with
extremely poor academic performance before the time frame specified in categories (b)
17
and (c) above if it is deemed that there is not much of a chance for the student to
attain a GPA of 20 at the end of the programme
139 Late Assessment
A student who has been absent from an examination or other assessment because of
illness injury or other unforeseeable reasons may apply to sit a late assessment
Permission is subject to the approval of SARP as late assessment is not an automatic
entitlement Should a late assessment be granted the actual grade attained will be
awarded
Late assessment for subjects normally shall take place before the commencement of
the following academic year (except for Summer Term which may take place within
3 weeks after the finalisation of Summer Term results) Depending on the decision of
SARP late assessment may be arranged during the examination period of the
following semester term
Except with special approval students who have not yet completed the late
assessment for a subject which is the pre-requisite of another subject will not be
allowed to take the follow-on subject
1310 Retaking of Subjects
No re-assessment will be granted for students in all circumstances Students who
have failed a subject are required to retake the subject if it is compulsory for the
programme If the failed subject is an elective students may choose to retake the
subject or take another elective within the programme as replacement Retaking of
failed subjects or taking replacement subjects should be completed within the
maximum period of registration
Students may retake any subject (except GUR subjects which have been passed) for
the purpose of improving their grade without having to seek approval but they must
retake a compulsory subject which they have failed ie obtained an F grade Retaking
of subjects is with the condition that the maximum study load of 21 credits per
semester is not exceeded Students wishing to retake passed subjects will be accorded
a lower priority than those who are required to retake (due to failure in a compulsory
subject) and can only do so if places are available
The number of retakes of a subject is not restricted Only the grade obtained in the
final attempt of retaking (even if the retake grade is lower than the original grade for
originally passed subject) will be included in the calculation of the GPA Weighted
GPA and Award GPA If students have passed a subject but failed after retake credits
accumulated for passing the subject in a previous attempt will remain valid for
satisfying the credit requirement for award (The grades obtained in previous attempts
will only be reflected in the transcript of studies)
In cases where a student takes another subject to replace a failed elective subject the
fail grade will be taken into account in the calculation of the GPA despite the passing
of the replacement subject
18
1311 Eligibility for Award
13111 Honours Degree Award
Students will be eligible for the PolyU-SPEED award of ldquoBachelor of Arts (Honours)
in Bilingual Studiesrdquo if they satisfy the conditions listed below
(a) Successful completion of at least 60 credits including GUR and DSR as
specified under Section 1021 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1021 (c) and
(c) Having a GPA of 20 or above
Students are required to graduate as soon as they satisfy the respective conditions for
the award
13112 Ordinary Degree Award
Students who have fulfilled the following requirements may apply to exit the
programme with an ordinary degree award of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) Successful completion of at least 45 credits including GUR and DSR as
specified under Section 1022 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1022 (c) and
(c) Having a GPA of 20 or above
Applications for exit award should be submitted in writing to the School before the
start of the examination period of the semester concerned The School reserves the
right not to consider late application in the respective semester
To be eligible for the granting of the exit award students will be required to quit the
honours degree programme of study Re-admission of students who have obtained the
exit award to the same programme of study is not automatic and will be considered
only under exceptional circumstances
1312 Guidelines for Award Classification
13121 Honours Degree Award Classification
This section is applicable to students who have fulfilled the requirements for
Honours Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
19
Classification Guidelines
1st Class
Honours
The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered by
the programme
2nd Class
Honours
(Division 1)
The student has reached a standard of performance attainment
which is more than satisfactory but less than outstanding
2nd Class
Honours
(Division 2)
The student has reached a standard of performance attainment
judged to be satisfactory and clearly higher than the ldquoessential
minimumrdquo required for graduation
3rd Class
Honours
The student has attained the ldquoessential minimumrdquo required for
graduation at a standard ranging from just adequate to just
satisfactory
Under exceptional circumstances a student who has completed an Honours degree
programme but has not attained Honours standard may be awarded a Pass-without-
Honours degree A Pass-without-Honours degree award will be recommended
when the student has demonstrated a level of final attainment which is below the
ldquoessential minimumrdquo required for graduation with Honours from the programme in
question but when he she has nonetheless covered the prescribed work of the
programme in an adequate fashion while failing to show sufficient evidence of the
intellectual calibre expected of Honours Degree graduates A Pass-without-Honours
is an unclassified award but the award parchment will not include this specification
13122 Ordinary Degree Award Classification
This section is applicable to students who have fulfilled the exit award requirements
and are allowed to exit the programme of study for Ordinary Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
Classification Guidelines
Distinction The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered
by the programme
Credit The student has reached a standard of performance
attainment which is more than satisfactory but less than
outstanding
Pass The student has reached a standard of performance
attainment ranging from just adequate to satisfactory
20
1313 Appeals against Assessment Results
A student may appeal against the assessment results within 7 working days upon the
announcement of the results Any appeal should be directed to the Director of
SPEED in writing
Appeal against subject results may lead to a change in the subject grade which may
go upward or downward
1314 Academic Dishonesty and Disciplinary Actions
13141 For students who have been awarded a failure grade as a result of disciplinary action
a remark lsquorsquo will be recorded against the concerned subject failure grade denoting
ldquoDisqualification of result due to academic dishonestyrdquo The remark will appear on
the assessment result notification and transcript of studies until the students leave
the School
The remark will normally cover the following misconduct cases
cheating in assessment work tests or examinations
aiding academic dishonesty
plagiarism
violating rules governing the conduct of examinations that are related to possible
cheating
Students who have been recorded with the remark will also be subject to the penalty
of the lowering of award classification by one level upon graduation The minimum
of downgraded overall result will be kept at a pass
13142 Students who have committed disciplinary offences (covering both academic and
non-academic related matters) will be put on ldquodisciplinary probationrdquo normally for
one year and this will be shown on assessment result notification transcript of
studies and testimonial during the probation period until their leaving the School
For special cases which warrant heavier penalty the CPCE Student Discipline
Committee may specify a longer probation period
Students who have been put on disciplinary probation will be deprived of certain
privileges
13143 Other penalties may also be imposed on students who have committed academic
dishonesty and or disciplinary offences Details are specified on the SPEED
Student Handbook
1315 Exceptional Circumstances
Absence from an assessment component
If a student is unable to complete all the assessment components of a subject due to
illness or other circumstances beyond his her control and considered by the SARP
as legitimate the SARP will determine whether the student will have to complete
21
the assessment and if so by what means
Aegrotat award
If a student is unable to complete the requirements of the programme in question for
the award due to very serious illness or other very special circumstances which are
beyond his her control and considered by the BoE as legitimate CPCE will
determine whether the student will be granted an aegrotat award Aegrotat award
will be granted under very exceptional circumstances
A student who has been offered an aegrotat award shall have the right to opt either
to accept such an award or request to be assessed on another occasion to be
stipulated by the BoE the studentrsquos exercise of this option shall be irrevocable
The acceptance of an aegrotat award by a student shall disqualify him her from any
subsequent assessment for the same award
An aegrotat award shall normally not be classified and the award parchment shall
not state that it is an aegrotat award However the BoE may determine whether the
award should be classified provided that they have adequate information on other
studentsrsquo academic performance
Other particular circumstances
A studentrsquos particular circumstances may influence the procedures for assessment
but not the standard of performance expected in assessment
1316 Other Regulations
Students of the Bachelor of Arts (Honours) in Bilingual Studies are bound by all
other regulations of PolyU PolyU SPEED
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION
Students will be allowed to take additional subjects for broadening purpose in the
semester after they fulfil the graduation requirements However students will still
be subject to the maximum study load of 21 credits per semester and the availability
of places in the subjects concerned and their enrolment will be as subject-based
students only
After a student fulfils the graduation requirements in a semester he she may
continue to enrol as a subject-based student in the following semester only In the
case when the Summer Term is mandatory for all students of a programme students
who have fulfilled the graduation requirements in Semester 2 will be allowed to take
additional subjects in Semester 1 of the following academic year and not necessarily
during the Summer Term These students will be subject-based students only and
cannot use the results of the additional subjects to improve their GPA or Award GPA
Section Two
Subject Description Forms of
Discipline Specific Requirements
Subjects
Information on GUR subjects is available on the Student Portal (wwwspeed-
polyueduhkmySPEED)
22
Subject Code
SPD3189
Subject Title
Translation for the Workplace
Credit Value
3
Level
3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This course aims to equip students with skills in translating different
documents in the workplace from English to Chinese and vice versa
The main purposes are to enable students to understand the
translation theories and skills and be able to apply them in the
translation of workplace texts
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the general translation theories
b identify the formats of different workplace texts and
c apply the translation theories and skills in rendering different
workplace texts
Subject Synopsis
Indicative Syllabus
Translation theories strategies and skills
Translation process Peter Newmarkrsquos Semantic Translation and
Communicative Translation Yan Fursquos translation theories Xin Da
and Ya Formal Equivalence and Functional Equivalence
transliteration literal translation liberal translation addition
omission repetition rearrangement of words and expressions the
importance of context collocation and connotation and translation
of idioms and numbers
Formats of different workplace texts
Formats of different workplace texts such as notices official letters
memos promotional materials and minutes
Application of theories in translating different workplace texts
Translation of the different workplace texts mentioned above and
discussion of good and bad examples
TeachingLearning
Methodology
Lectures should focus on translation theories and skills formats of
workplace texts and application of theories with in-class discussion
and practice
Tutorials are used to discuss studentsrsquo performance in assignments
and group presentations Good and bad examples are shown to
facilitate studentsrsquo understanding of how a document should be
translated
23
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments 20
3 Group assignments 10
4 Class participation 10
Examination 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
吳尚智 顏婉雲 amp 江偉萍 (2005) 中英實務寫作與翻譯手冊 香
港香港城市大學
許建平 (2008) 研究生英語實用翻譯教程 北京 中國人民大學
出版社
References
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版社
李明 張新紅 amp 李克興編 (2003) 商務英語翻譯 英譯漢 北京
高等教育出版社
24
許建忠 (2002) 工商企業翻譯實務 北京 中國對外翻譯出版公
司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
周兆祥 amp 範志偉 (2004) 財經翻譯精要 香港 商務印書館
陸國強 (2013) 漢譯英常用表達式經典慣例 上海 上海外語教
育出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
25
Subject Code
SPD3260
Subject Title Analysis of Modern Chinese
Credit Value 3
Level 3
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help students to synthesise the concepts and
methodology they have accumulated in all the subjects in the
language and communication block in order to describe lexical
items phrases and sentence types of Modern Chinese systematically
Another purpose is to provide students with the necessary analytical
skills to recognise and compare regional varieties of Modern
Chinese especially in written genres Lastly this subject seeks to
enable students to apply the subject knowledge and generic skills
learned in this subject to other subjects on the programme and more
importantly in their future career in terms of both justifying their
understanding and to defend their interpretation of Chinese
sentences
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a apply the concepts of linguistics theories to describing and
analysing the structure meaning and actual usage of Modern
Chinese
b critically identify and evaluate variations in written Chinese
c develop critical and logical thinking through the application of
grammatical analysis of Modern Chinese and
d tackle intellectual problems from multiple perspectives
Subject Synopsis
Indicative Syllabus
1 Overview the formation of Modern Chinese
2 The sound system
3 The writing system(s)
4 Phrases and sentences
5 Words and word classes
6 Nominal structure
7 Subject-predicate structure
8 Verb-object and verb-complement structures
9 Serial verb construction
10 Passive and disposal constructions
11 Subordinative and coordinative structures
12 Regional varieties of Modern Chinese
26
TeachingLearning
Methodology
Lectures are conducted interactively and hands-on exercises are
provided for the students to apply their analytical skills to solving
problems in Chinese grammar All assignments are designed to
provide students with tasks that require the evaluation synthesis and
application of syntactical and morphological concepts and
approaches to the critical analysis and discussion of Chinese
language
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Assignment 30
2 Presentation 10
3 Written report 20
4 Take-home test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed by an assignment a presentation a written
report and a final test The assignment is designed to test the
studentsrsquo ability to apply grammatical concepts to describe evaluate
and analyse Chinese forms and patterns The presentation and the
written report are for students to evaluate the literature critically and
to systematically analyse an issue in Standard Chinese The take-
home test is a summative assessment on important contents of the
subject
Student Study
Effort Expected
Class contact
Lectures 39 Hrs
Other student study effort
Library search 39 Hrs
Reading lecture notes and reference 39 Hrs
Total student study effort 117 Hrs
27
Reading List and
References Recommended Books References
曹煒 2004《現代漢語詞匯研究》北京北京大學出版社
鄧思穎 2010《形式漢語句法學》上海上海教育出版社
符淮青 2011《現代漢語詞彙》香港 商務印書館(香港)有
限公司
葛本儀 2001《現代漢語詞彙學》濟南山東人民出版社
郭銳2002《現代漢語詞類研究》北京商務印書館
胡明揚 1996《詞類問題考察》北京北京語言學院出版社
李家樹陳遠止謝耀基 1999《漢語綜述》香港香港大學
出版社
劉叔新 2005 《漢語描寫詞匯學》(重排本)北京商務印書
館
陸儉明沈陽 2004《漢語和漢語研究十五講》(第二版)北
京北京大學出版社
呂叔湘等著 2010《語法研究入門》(第五版)北京商務印
書館
馬真 1997《簡明實用漢語語法教程》北京北京大學出版
社
人民教育出版社中學語文室 1984《中學教學語法系統提要》
(試用)
邵敬敏主編 2007《現代漢語通論》(第二版)上海上海教
育出版社
邢福義 1998《漢語語法學》長春東北師範大學出版社
邢福義 2001《漢語複句研究》北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
28
Subject
Code
SPD3261
Subject
Title
Introduction to Bilingual Studies
Credit
Value
3
Level 3
Medium of
Instruction
English and Chinese
Pre-
requisite
Co-
requisite
Exclusion
Nil
Objectives
This subject provides an introduction to bilingual studies covering the three
major sub-areas of the programme namely linguistics translation amp
interpreting and bilingual communication It also provides a schema as to
how these three sub-areas work together under the overarching area of
bilingual studies Lastly it puts bilingual studies in the language context of
Chinese and English and the community context of Hong Kong
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a have a general grasp of bilingual studies
b have an understanding of the three sub-areas of bilingual studies
namely linguistics translation amp interpreting and bilingual
communication
c embark on deeper and more concrete studies in the 3 sub-areas
d apply the general principles of bilingual studies to the Chinese-English
context
e apply Chinese-English bilingual studies to Hong Kong and
linguistically similar communities
Subject
Synopsis
Indicative
Syllabus
1 Language
a What is language
b Analysing Language
c Language in Society
d Languages in the World
2 Bilingualism in linguistics and beyond
a Bilinguality
b Societal bilingualism
c Bilingualism and biculturalism
3 Translation and interpreting
a Bridging two worlds
b Translation
c Interpreting
4 Bilingual communication
a Language switch by a bilingual
29
b Language choice in a bilingual community
c Relation between two language varieties
5 Chinese-English bilingual studies
a English as a world language
b Varieties of Chinese
c Hong Kong as an arena
Teaching
Learning
Methodolo
gy
In addition to face-to-face lectures and small group tutorials online
discussions (via Moodle E-learning System) and other computer-assisted
teaching methods will also be used with the help of multimedia (audio and
video) teaching materials Assignments closely related to the real-life use of
language will be given to help student solve language problems
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Take-home
exercises 5
2 Test 1 40
3 Test 2 40
4 Group
project 15
Total 100
Continuous assessment items andor weighting may be adjusted by the subject lecturer
subject to the approval of the School Programme Committee
Two tests will be administered during the semester which will aim to test
the studentsrsquo mastery of basic linguistic knowledge and problem solving
skills In addition students will also be required to conduct research in
groups on a certain linguistic topic in order to further their understanding of
the subject knowledge
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Reading and on-line study 58 Hrs
Preparing for tests 20 Hrs
Group project 10 Hrs
Total student study effort 127 Hrs
30
Reading
List and
References
Recommended Book Reference
For part (a)
Fromkin V Rodman R and Hyams N (2013) An Introduction to
Language (10th ed) Boston WadsworthCengage Learning
For other parts
Relevant reading materials will be suggested and assigned from time-to-time
when they are deemed appropriate
31
Subject Code SPD3262
Subject Title Interpreting for the Professions
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to train students to undertake simple
interpreting tasks This subject aims to help students build a
foundation for the development of essential skills in interpreting
between English and Chinese and vice versa It also uses ample
examples to familiarise students with the principles recurrent issues
and difficulties in interpreting guiding them along from an
introduction to fundamental communication issues in interpreting
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a distinguish the differences between translation and interpreting
b analyse and paraphrase the meaning in the source language
c acquire the skills of active listening and concentration
d acquire fundamental techniques and strategies essential to
interpreting and
e be able to perform interpreting tasks on topics from general areas
Subject Synopsis
Indicative
Syllabus
1 Orientation
- interpreting vs translation
- development of interpreting
- functions and features of different forms of interpreting
- quality assessment of interpreting
2 Codes of ethics
- fidelity
- confidentiality
- impartiality
3 Fundamental skills for interpreting
- active listening
- memory retention
- comprehension
- paraphrasing
- delivery
4 Drills of interpreting
- sight translation
- liaison interpreting
- short consecutive interpreting
32
TeachingLearning
Methodology
The subject will be delivered on a step-by-step basis Trainings on
fundamental skills of interpreting such as listening memorising
paraphrasing and delivering will be given to students at different
learning stages depending on the progress of students Given the
skill-based nature of the subject students will undertake in classes a
number of exercises that are designed to train specific interpreting
skills usually after teacherrsquos demonstration Peer evaluation and self
critiques will be used in order to take learners further into the
concepts skills and techniques
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Quiz-1 10
2 Mid-term quiz 30
3 Quiz-2 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Assessments are conducted regularly on a progressive manner
Assessment criteria include accuracy of delivery cohesion of
delivery intelligibility of delivery clarity of delivery and class
participation
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises
outside class 39 Hrs
Reading lecture notes and doing
interpreting assignments 39 Hrs
Total student study effort 117 Hrs
33
Reading List and
References Recommended Books References
Gile Daniel (2009) Basic Concepts and Models for Interpreter and
Translator Training John Benjamins Publishing Company
Jones Roderick (1998) Conference Interpreting Explained
Manchester St Jerome Publishing
Mason Ian (1999) Dialogue Interpreting Ian Mason St Jerome
Publishing
周兆祥 (1999)《口譯的理論與實踐》商務印書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
34
Subject Code SPD3263
Subject Title Introduction to Bilingual Communication
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
In Hong Kong it is a common practice especially in the corporate world
that the same message has to be presented in the appropriate language to
readers andor audiences who are either Chinese monoglots or English
monoglots or Chinese-English bilinguals This mode of communication
is not a form of translation and interpretation because it does not involve
a source message Besides communicative norms vary across languages
and between monolingual and multilingual contexts In this age of
globalisation where corporate functions are often done in more than one
language and involve personnel from more than one culture bilingual
communication could be a key to success in the corporate world This
subject together with SPD4559 attempt to prepare students for this
mode of communication in the workplace Specifically the focus of this
subject is to develop in students a grip on the conceptual resources
related to bilingual communicative norms and the conduct and content of
bilingual communication especially its integrated form
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a come to grips with the norms and principles of conducting
language-mediated communication in an age of globalisation
multilingualism and multiculturalism
b develop a communicative sense concerning when and where
monolingual norms or bilingual norms be used
c have a general idea about linguistic varieties and how this concept
relates to bilingual communication in corporate contexts
d the impact of the global spread of bilingualism and globalisation on
corporate communication
e how the emergence of bilingual varieties of communication relate to
the aforementioned developments
35
Subject
Synopsis
Indicative
Syllabus
1 conceptual resources underpinning an understanding of bilingual amp
cross-cultural communication
2 conduct amp content of bilingual communication
3 code choice in corporate communication in multilingual
metropolises
4 cross-lingual variation in communicative norms
5 bilingual mode of oral amp written communications in the private
sector
Teaching
Learning
Methodology
Matter that provides a conceptual grounding for the subject will be
delivered in a number of lectures Attempts to develop studentsrsquo grip of
these concepts will be made via in-class exercises
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks~
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 In-class written
exercises 25
2 In-class oral
exercises 25
3 Quiz 20
4 Subject report 20
5 Attendance amp
participation 10 NA
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Practices and Exercises 35 Hrs
Reading and Writing 35 Hrs
36
Total student study effort 109 Hrs
37
Reading List
and References Recommended (Introductory)
Bilbow G T (1996) Business speaking for Hong Kong Hong Kong
Longman Asia Ltd
Coastal Training Technologies Corporation (2002) Communications
intelligence Business etiquette Carlsbad CA CRM Learning
Luke K K amp Theodossia-Soula P (Eds) (2002) Eds Telephone
calls Unity and diversity in conversational structure across languages
and cultures Amsterdam J Benjamins
Marconi J (2004) Public relations The complete guide Singapore
Thomson
Schultz M Hatch M J amp Larsen M H (Eds) (2000) The
expressive organisation Linking identity reputation amp the corporate
brand Oxford Oxford University Press
Scholte J A (2000) Globalisation A critical introduction
Basingstoke Macmillan
Recommended (Advanced)
Gudykunst W B (2004) Bridging differences Effective intergroup
communication (4th
ed) Thousand Oaks California Sage Publications
Hofstede G (2001) Cultures consequences Comparing values
behaviors institutions and organisations across nations (2nd
ed)
Thousand Oaks California Sage Publications
Hofstede G Hofstede G J amp Minkov M (2010) Cultures and
organisations Software of the mind (3rd
ed) New York McGraw-Hill
References
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
中文資料
中國社科院語言研究所詞典編輯室 (2012) 現代漢語詞典 香港商
務印書館(香港)有限公司
中國社會科學院語言研究所 (2011) 新華字典 北京 商務印書館
吳光華主編 (2003) 新漢英辭典 上海 上海交通大学出版社
徐斌主編 (2003) 現代應用文寫作全書 西安 三秦出版社
張立民等編 (1994) 英漢對照應用文大全 南京 江蘇科學技術出版
社
楊正寬 (2002) 應用文 臺北 楊智文化事業股份有限公司
38
劉俊平 (2014) 應用文實戰手冊 先修班 臺北 三民書局股份有限
公司
蔣磊 (2000) 英汉習語的文化觀照与對比 荊州 武汉大学出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
39
Subject Code SPD3270
Subject Title Analysis of English
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject has the aim of acquainting the students with the structural
properties of the English language in a systematic way Context-related
properties will also be discussed so as to enable students to understand
the internal structures of the language through its use in real life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a demonstrate understanding of the basic structures of English and
their formation processes
b demonstrate that they grasp the basic techniques in segmenting and
representing the major structural patterns in English
c generalise and apply such knowledge and skills to the analysis of
newly-encountered English data
d develop critical and logical thinking
Subject
Synopsis
Indicative
Syllabus
1 Lexical Aspects
- Words and lexemes word categories
- Analysing English words base stem root affix morpheme and
its realisations inflection and derivation
- Word formation processes in English
2 Sentential Aspects
- Categories and structures of sentences clauses and phrases
- Phrases and their main characteristics head and dependents NP
DP AdjP AdvP PP VP
- Inflectional forms of verbs tense aspect mood
- Canonical and non-canonical clauses subject predicate
predicator object complement adjunct
- Sentence patterns and their graphic representations
Teaching
Learning
Methodology
This subject diverges from traditional approaches because it adopts a
data-driven context-oriented perspective in analysing the structural
properties of English
40
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Test-1 20
2 Test-2 20
3 Test-3 20
4 Final test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed through four tests which will assess the studentsrsquo
understanding of the grammatical theories taught and their ability to
apply such knowledge to the analysis of authentic English data
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 80 Hrs
Total student study effort 119 Hrs
Reading List
and References
Main Textbook
Huddleston Rodney and Geoffrey K Pullum (2005) A Students
Introduction to English Grammar Cambridge University Press
References for Further Study
Burridge Kate and Jean Mulder (1998) English in Australia and New
Zealand Oxford University Press
Carter Ronald Rebecca Hughes and Michael McCarthy (2000)
Exploring Grammar in Context Cambridge University Press
Coates Richard (1999) Word Structure Routledge
Gelderen Elly van (2010) An introduction to the grammar of English
41
John Benjamins Publishing Company
Leech Geoffrey and Jan Svartvik (2002) A Communicative Grammar of
English [The Third Edition] Longman
McCrum Robert William Cran and Robert MacNeil (2003) The Story
of English [The Third Edition] Penguin Books
Tallerman Maggie (2015) Understanding Syntax [The Fourth Edition]
New York RoutledgeTaylor amp Francis Group
Yule George (1998) Explaining English Grammar Oxford University
Press
陸國強 (1999)《現代英語詞彙學 ( 新版 )》 [Modern English
Lexicology the Revised Edition]上海外語教育出版社
章振邦 (1997) 《新編英語語法》(A New English Grammar) 上海外
語教育出版社第三版
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
42
Subject Code SPD4553
Subject Title English for Chinese Cultural Themes
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives To fulfil the English part of the Discipline-Specific Language
Requirement (DSLR) of the University by brushing up the use of
English for Chinese cultural themes
Intended Learning
Outcomes
Students are expected to be able to
a explain key features of Chinese culture in English
b use English as an effective tool for communication on various
Chinese cultural themes (eg traditional Chinese art literature
and philosophy)
c have an informed understanding of such communication
Subject Synopsis
Indicative
Syllabus
1 Principles for expressing in English Chinese culture loaded ideas
11 Fidelity vs recipient-friendliness
12 Means of re-presentation
121 Paraphrase
122 Annotation
123 Interpretation
124 Translation
125 Other means
2 Romanisation for Chinese and its pronunciation in English
21 Wade-Giles transliteration system
22 Mandarin Romanisation
23 Cantonese Romanisation
24 Pronunciation in English
3 Chinese-English glossaries in select areas
31 Chinese philology
32 Chinese society and politics
33 Chinese art and literature
34 Chinese religion
35 Chinese philosophy
36 Other areas
4 Essay-writing in the above select areas
43
TeachingLearning
Methodology
The subject will be conducted in highly interactive seminars so that
major Chinese issues and cross-cultural issues will be sufficiently
addressed In order to well expound the essential principles of the
subject (eg paraphrase interpretation annotation etc) case studies
and hands-on work will be supplemented under guidance of the
teacher whereas the assignments and in-class tests are designed to
encourage studentsrsquo active participation as well as to help develop
their critical thinking and writing ability
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Oral presentation 20
2 Essay writing
35
3 Attendance amp
class
participation
5
4 In-class tests 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 78 Hrs
Total student study effort 117 Hrs
Reading List and
References Main Readings
Chao YR 1969 ldquoDimension of Fidelity in Translation With Special
Reference to Chineserdquo Harvard Journal of Asiatic Studies 29 109-
130
Chao YR 1956 ldquoChinese Terms of Addressrdquo Linguistic Society of
America 32 (1) 217-241
Deeney John J 1995 ldquoTranscription Romanisation
Transliterationrdquo in Chan Sin-wai amp David E Pollard eds An
44
Encyclopedia of Translation Hong Kong Chinese University Press
1085-1107
Jin Di amp Nida Eugene 1984 On Translation Beijing China
Translation amp Publishing Corporation
Zhang Longxi 2010 ldquoThe Complexity of Differences Individual
Cultural and Cross-Culturalrdquo Interdisciplinary Science Reviews
35(3-4) 341-252
References for Further Study
Chan Wing-tsit 1973 A Source Book in Chinese Philosophy (4th
printing) Princeton Princeton University Press
Hodge B amp Kam Louie 1998 The Politics of Chinese Language
and Culture The Art of Reading Dragons New YorkLondon
Routledge
Introductions to Chinese Culture (30 vols) Cambridge amp New York
Cambridge University Press 2011
Kung-chuan Hsiao 1979 A History of Chinese Political Thought
New Jersey Princeton University Press
Quick References
DeFrancis John 2000 ABC Chinese-English Comprehensive
Dictionary Honolulu University of Hawaii Press
Hucker Charles O 1985 A Dictionary of Official Titles in Imperial
China Stanford Calif Stanford University Press
Kleeman Julie amp Yu Harry 2010 Oxford Chinese Dictionary
Oxford Oxford University Press
Journals
China Quarterly
China Journal
Early China
Journal of Chinese Religions
Journal of Chinese Studies
Modern China
Philosophy East amp West
Trsquooung Pao
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
45
46
Subject Code SPD4554
Subject Title Chinese and Bilingual Academic Inquiry
Credit Value 3
Level 4
Medium of
Instruction
Chinese (with English)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This subject aims to introduce students to the basic principles
strategies techniques and tools for Chinese and bilingual academic
inquiry and problem solving with emphasis on Chinese and bilingual
academic reading writing and information handling in support of
language-based academic and professional work This subject also
fulfils the Chinese part of the Discipline-Specific Language
Requirement (DSLR) of the University
Intended
Learning
Outcomes
Students are expected to be able to
a apply effective strategies and skills to academic reading and
writing in Chinese and bilingual contexts
b benefit from various resources both traditional and IT-oriented
for Chinese and bilingual academic inquiry
c evaluate select and deploy effectively IT tools for information
retrieval and data processing to support Chinese and bilingual
academic inquiry and problem solving
Subject Synopsis
Indicative
Syllabus
1 Orientation
- Language and culture
- Language and society
- Academic enquiry in a bilingual context
- To be academically inquisitive in a bilingual context
2 Intake of ideas in a bilingual context
- To read effectively
- Notes making as an aid to idea reception
3 Information handling in the bilingual context
- retrieval
- assessment
- classification and sorting
- further processing
4 Chinese and bilingual academic resources
- Traditional
- IT related
- Multi-media and hyper-media
47
5 IT tools for Chinese and bilingual information processing
- E-dictionaries and e-encyclopedias
- WWW and online library information retrieval
- Word-processing with the help of Microsoft Office
Teaching
Learning
Methodology
The subject will be conducted in interactive seminars supported with
computer-mediated demonstrations Class participation in the form of
continuous input by students will be encouraged to simulate problem
solving and solution enhancement environments
Online tutorial on academic integrity will facilitate studentsrsquo
self-learning at their own pace through a link within this subject
at moodlecpce-polyueduhk
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
method task
Weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Quiz 40
2 Homework 60
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed entirely through coursework consisting of two
quizzes and three pieces of homework Homework requires the
students to locate and solve a practical problem of academic inquiry
via making educated uses of whatever resources available The quizzes
are meant to consolidate the studentsrsquo basic understanding and skills in
Chinese and bilingual academic inquiry
Online Tutorial on Academic Integrity
To help students understand the importance of academic honesty and
learn ways to ensure that their work and behaviour at SPEED are
acceptable in this regard the Online tutorial on Academic Integrity is
included in this subject Students will need to complete the Tutorial
by Week 5 The Online Tutorial is part of the subject completion
requirement Students who fail to complete the Online Tutorial will
fail this subject
For students who have completed the Online Tutorial in another
subject they can be exempted from this requirement Proof of
48
completion (ie e-Certificate) is required
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Online tutorial on academic integrity 1 Hr
Readings and study 78 Hrs
Total student study effort 118 Hrs
Reading List and
References In Chinese (sorted in Pinyin)
费夫贺马尔坦 (李鸿志译) 《印刷书的诞生》 桂林 廣西師範
大學出版社 2007
羅樹寶 《說書 從獸骨到紙張的文字行旅》 台北 商周出版
2007
林玉山《工具書學概論》 廣州 廣東教育出版社 2004
王寧鄒曉麗 《工具書》 香港 和平圖書有限公司 2003
楊承運肖東發編 《北大學者談讀書》 北京圖書館出版社
2000
余嘉錫 (1884-1955) 《目录学发微 〈含古书通例〉》 北京 中
国人民大学出版社 2004
In English
Baez Benjamin and Boyles Deron The Politics of Inquiry Education
Research and the ldquoCulture of Sciencerdquo New York University of
New York Press 2009
Bergmann L S Academic Research and Writing Inquiry and
Argument in College Boston Longman 2010
Dunne M Pryor J and Yates P Becoming a Researcher A
Companion to the Research Process Maidenhead Open University
Press 2005
Flower L Learning to Rival A Literate Practice for Intercultural
Inquiry New Jersey Lawrence Erlbaum Associates Inc
Herring J E The Internet and Information skills A Guide for
Teachers and School Librarians London Facet Publishing 2004
Lester J D Writing Research Papers A Complete Guide (11th
ed)
New York Pearson Longman 2005
Long L and Long N Computers Information Technology in
Perspective Upper Saddle River Pearson Education Prentice Hall
2005
49
Lu Tonglin ldquoTransnationalism and Glocalisation in Chinese
Language and East Asian Cinemasrdquo China Review Vol 10 No 2
Fall 2010 1-14 (httpcupcuhkeduhkojsindexphpChinaReviewarticleviewFile24543404search= )
Lvovich N The Bilingual Self Inquiry into Language Learning
(PhD dissertation) Ohio Union Institute 1995
Nunan D and Choi Julie Language and Culture Reflective
Narratives and the Emergence of Identity New YorkLondon
Routledge 2010
Web Resources
中国语言文字网 httpwwwchina-languagegovcn
粵語審音配詞字庫
httphumanumartscuhkeduhkLexislexi-can
重編國語辭典修訂本
http1401113446newDictdictindexhtml
異體字字典 http140111140mainhtm
Chinese Character Dictionary汉字字典
httpwwwchinalanguagecomdictionariesccdict
《重訂標點符號手冊》修訂版與試用版內容對照表
httpwwwedutwfilessite_contentM0001haushioupdf
OneLook Dictionary Search httpwwwonelookcom
Online Dictionary for Library and Information Science
httplucomodlisaboutcfm
Google Scholar
httpscholargooglecom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
50
Subject Code SPD4557
Subject Title Integrated Study (Bilingual Studies)
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge
Indicative Area Subject Title
Bilingual Studies SPD3261 Introduction to Bilingual Studies
Translation amp
Interpreting SPD3189 Translation for the Workplace
SPD3262 Interpreting for the Professions
Linguistics SPD3260 Analysis of Modern Chinese
SPD3270 Analysis of English
Bilingual
Communication
SPD3263 Introduction to Bilingual
Communication
DSLR+
English SPD4553 English for Chinese Cultural
Themes
DSLR+
Chinese SPD4554 Chinese and Bilingual Academic
Inquiry +
Discipline-Specific Language Requirement subject
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject offers students an opportunity to integrate and apply
their language skills and knowledge of bilingual studies acquired on
the programme Students are expected to develop their critical
thinking skills by working independently to plan manage produce
and evaluate a detailed piece of work in one semester This subject
will provide studentsrsquo opportunities to evaluate and reflect critically
on their chosen area of study
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a identify a theoretical framework or model or practical problem
for investigation and study
b apply the language theories and knowledge of bilingual studies
acquired in the programme
c evaluate and reflect critically on the chosen topic and its
implications
d present findings recommendations andor results in a clear and
effective manner
51
Subject Synopsis
Indicative Syllabus
Students may choose to adopt different approaches for this
Integrated Study Some suggestions are as follows
1) Literature Review Approach students can discuss and analyse a
theoretical model or framework and conduct a critical review of
the literature in a particular area related to bilingual studies
OR
2) Practical Approach students can synthesise and apply what they
have learnt to manage a project based on an analysis of a
perceived need of a real business non-profit making
organisation
Other approaches are possible subject to the PEG approval
TeachingLearning
Methodology
A detailed project guideline will be provided to help the students
Each student will then be assigned to a supervisor who will provide
guidance throughout this project Specific consultation hours will
be arranged to facilitate students in this project Students are
required to develop and define a topic in consultation with the
supervisor submit a proposal and a progress report and at the end
submit a final report
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme Committee
The project will be assessed on the basis of proposal progress report
(including discussion and consultation with supervisor) and final
report
Assessment of proposal and progress report will focus on the
formative aspect of student performance and is appropriate for
intended outcomes 1 and 2 The final report accounts for 70 of
assessment and assessment is based on all four intended outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 100
1 Proposal 15
2 Progress report
(including discussion and
consultation with
supervisor)
15
3 Final report 70
Total 100
52
Student Study
Effort Expected Lecturer-student contact
Workshops 6 Hrs
Consultationsupervision 25 Hrs
Other student study effort
Self-study 120 Hrs
Total student study effort 1285 Hrs
Reading List and
References
References
Anderson J amp Poole ME (2002) Assignment and thesis writing
(4th
ed) Milton John Wiley amp Sons
Babbie E (2012) The practice of social research (13th
ed)
Cengage Learning
Bryman A (2011) Business research methods Oxford amp New
York Oxford University Press
Creswell J W (2007) Qualitative inquiry and research design
Choosing among five approaches (2nd
ed) Thousand Oaks CA
Sage Publications
Creswell J W (2008) Research design Qualitative
quantitative and mixed methods approaches (3rd
ed) Thousand
Oaks CA Sage Publications
Davis K A (1995) Qualitative theory and methods in applied
linguistics research TESOL Quarterly 29(3) 427-453
Doumlrnyei Z (2007) Research methods in applied linguistics
Oxford Oxford University Press
Doumlrnyei Z (2010) Questionnaires in second language research
Construction administration and processing (2nd
ed) New
York NY Routledge
Harmon C (2000) Using the internet online services and CD-
ROMs for writing research and term papers (2nd
ed) New York
amp London Neal-Schuman
Kumar R (2005) Research Methodology A step-by-step guide
for Beginners (2nd
ed) SAGE Publication
Merrigan G (2004) Communication Research Methods
Belmont CA WadsworthThomson Learning
Polonskey M J (2005) Designing and Managing a Research
53
Project A Business Studentrsquos Guide Thousand Oaks CA SAGE
Ruane J M (2005) Essentials of Research Methods A Guide to
Social Science Research Malden MA Blackwell
Silverman D (2013) Doing qualitative research A practical
handbook London SAGE
Zikmund W (2003) Business research methods (7th
ed) South-
Western of Thomson Learning
Additional papers and books relevant to the studentrsquos specific
project topic will be identified by the student or recommended by the
supervisor
54
Subject Code SPD3225
Subject Title Written English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build studentsrsquo competencies in
professional written English It is designed to enable students to
write in a crisp efficient professional style that gets the required
results by focusing on the readerrsquos needs and minimising any
chances of misunderstanding
Secondary objectives are to expand studentsrsquo range of language and
to improve accuracy tone and cohesion
Modern Professional Style will be analysed practised and mastered
to gain the benefits of precision of expression enhanced
relationships and accountability
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a analyse their readersrsquo needs and select information accordingly
b write concisely and without ambiguity of message
c create a positive impression through improved accuracy and
tone
d accomplish demanding writing tasks within desired timeframes
The above will include attention to and feedback on a range of
studentsrsquo written English skills
range of language
grammatical accuracy
organisation and coherence
toneappropriacy
55
Subject Synopsis
Indicative Syllabus
Part 1 Modern Professional Style for Email
Effective vs ineffective written communication
Being able to apply key principles and techniques of Plain English
Developing an awareness of the needs of the reader Critically
comparing the features of effective and ineffective written texts
Creating a reader-friendly document
Making key information stand out frontloading key information
using vertical lists and using parallel structure
Modern Professional Style
Using key principles and techniques such as conciseness and an
appropriate register (neutral style vs informal style)
Developing an appropriate tone
Creating a sincere professional image through vocabulary
selection grammatical voice and positive tone
Genre specific patterns
Recognising and applying appropriate patterns for a variety of
purposes particularly
Dealing with enquiries
Discussing and agreeing terms
Expressing dissatisfaction
Responding to customer problems
Linguistic range and accuracy
Being better able to select appropriate vocabulary and control
grammatical accuracy Being able to identify and correct common
errors in written texts
Part 2 Modern Professional Style for Reports
Applying the appropriate techniques from Part 1 to short reports
and proposals Being able to effectively select and organise relevant
information in order to write a well organised reader friendly report
or proposal
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the professional written English
Step 2 Students analyse texts and - with guidance - discover key
language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
56
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy tone
conciseness etc
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods tasks
weighting
Intended subject
learning outcomes
to be assessed
a b c d
Continuous Assessment 50
1 Communicating with
colleagues or customers 20
2 Short report or proposal 30
Examination (BULATS
Writing Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate in written English in a business
context The tasks also indirectly address in terms of content For
example the assessed tasks may require students to synthesise
business information from different functional units of an
enterprise discuss how best to deal with an ethical dilemma facing
an enterprise andor use their global outlook to decide the best way
to deal with a business-related communication task
Subject Intended Learning Outcomes (SILOs)
Each of the three assessment tasks allow the SILOs to be assessed
The assessed tasks are however different from each other in that
they elicit from students a range of relevant text types eg
responding to an enquiry expression dissatisfaction asking a
colleague for clarification writing a short marketing report etc
Each task is designed to elicit a representative sample of language
from which studentsrsquo range accuracy organisation coherence
and tone appropriacy can be assessed Task completion will also
be assessed written communication often has a specific objective
and whether or not a text achieves its objective needs to be
considered in awarding grades for communicative ability
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
57
Criteria and descriptors vary slightly between the formative tasks
and the BULATS Writing Test but the core underlying language
skills are very similar
Student Study
Effort Expected
Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Books References
Ashley A (2000) A handbook of commercial correspondence
Oxford Oxford University Press
Brock SL (2003) Better business writing techniques for
improving correspondence (4th
ed) Menlo Park CA Crisp
Learning
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Oxford
Macmillan
Bilbow Grahame T (2004) Business writing for Hong Kong (3rd
ed) Hong Kong Longman
Holt R D Grigor amp N Sampson (2004) Email International
business correspondence for all occasions Hong Kong
Macmillan
McCarthy M et al (2009) Grammar for business Cambridge
University Press
Mascull Bill (2010) Business vocabulary in use Advanced
Cambridge Cambridge University Press
Mascull Bill (2010) Business vocabulary in use Intermediate
Cambridge Cambridge University Press
Pile L (2004) E-mailing Addlestone UK DELTA Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
58
Subject Code SPD3226
Subject Title Spoken English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build a broad awareness of and develop
the spoken English communication skills that are increasingly
needed to achieve successful outcomes in a range of fairly
demanding work-related situations
This is a task-based subject in which students encounter a range of
simulated professional situations focussed on problem solving and
presentations The contexts are designed to provide opportunities to
introduce analyse and practise a range of functional language (eg
the language of negotiating options promising action clarifying
meaning etc) with particular attention to tone and register A
secondary objective is to expand studentsrsquo professional vocabulary
Intended Learning
Outcomes
On successfully completing this subject students will have the
language skills to be able to do the following in a professional and
appropriate manner
a establish a professional relationship in an appropriate manner
b contribute to and if necessary manage a problem-solving
meeting in a professional and appropriate manner
c present themselves their ideas and the products and services of
a company or organisation
d negotiate in a professional and appropriate manner
The above will include attention to and feedback on a range of
studentsrsquo spoken English skills
range of language
grammatical accuracy
pronunciationstressintonation
discourse management
interactive communication skills
59
Subject Synopsis
Indicative Syllabus
Communicating in Groups
Functional language for
contributing to meetings (eg asking for and giving opinions
dealing with interruptions clarifying etc)
managing meetings (eg setting objectives asking for
clarification keeping to the point summarising etc)
problem-solving (eg stating options balancing arguments
changing your approach etc)
decision making (eg making a suggestion expressing doubt
stating future action etc)
Presenting Persuasively
Functional language and communication techniques for
Laying solid foundations the start the finish signposting
Powerful techniques eg repetition rhetorical questions the
rule of three
Being positive and dramatic power words amp convincing
language storytelling and anecdotes
Handling questions paraphrasing questions answering
strategies
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the target language in realistic professional
contexts
Step 2 Students analyse audiovideo recordings and transcripts
and with guidance-discover key language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy pronunciation
etc
60
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
method tasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
50
1 Three- way problem-
solving discussion 25
2 Individual
presentation 25
Examination
(BULATS Speaking Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate more effectively and efficiently in
professional spoken English in a business context
Subject Intended Learning Outcomes (SILOs)
The three assessment tasks allow each of the 4 SILOs to be
assessed at least twice Each task is designed to elicit a
representative sample of language from which studentsrsquo range
accuracy discourse management pronunciation stress
intonation and interactive abilities can be assessed
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
Criteria and descriptors vary slightly from one assessed task to
another depending on the exact skill-set to be assessed but the core
underlying language skills are very similar
Student Study
Effort Expected Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
As this is a language skills subject it does not require extensive
academic reading but rather extensive exposure analysis and
practice Students may find the following sources useful
Recommended Books References
Allison J amp P Emmerson (2007) The business intermediate
studentrsquos book with DVD ROM Oxford Macmillan
Centre for Professional and Business English (2002) Business
61
English kit for HK executives common errors business writing
amp social English Hong Kong Economic Times
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Macmillan
Oxford UK
Mascull Bill (2002) Business vocabulary in use intermediate
Cambridge Cambridge University Press
Mascull Bill (2004) Business vocabulary in use Advanced
Cambridge Cambridge University Press
McCarthy M et al (2009) Grammar for business Cambridge
Cambridge University Press
Murphy R (2012) English grammar in use with answers A self-
study reference amp practice book for intermediate students of
English (4th
ed) Cambridge Cambridge University Press
Online Resources
General
BBC Learning English
wwwbbccoukworldservicelearningenglishgeneral
Presentations
Presentation Magazine wwwpresentationmagazinecom
PolyU ELC
httpelcpolyueduhkcillpresentationsordering_questionhtm
Podcasts
Business English Pod wwwbusinessenglishpodcom
English Pod wwwenglishpodcom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
62
Subject Code SPD4337
Subject Title English and Chinese in Contrast
Credit Value 3
Level 4
Medium of
Instruction
English (Chinese is used only when a Chinese term is referred to)
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Linguistic Knowledge in English and Chinese would be helpful for
deeper understanding of this course
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This is a comprehensive linguistic course highlighting the
differences between English and Chinese through a linguistic
study of both It aims to develop studentsrsquo awareness of the
contrastive linguistic differences and similarities in Chinese and
English With daily examples students should be able to identify and
analyse critically the structures and functions of these languages and
apply the subject knowledge to solve linguistic problems encountered
in professional and workplace discourses and in daily communication
situations This subject will also encourage studentsrsquo examination of
the intercultural linguistic difference between the east and the west as
well as the intra-cultural differences within the Greater China region
essential to translation and other integrated use of English and
Chinese for professional communication
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a recognise the significance of contrastive analysis in professional
communication
b develop an understanding of the linguistic differences and
similarities between Chinese and English
c identify and analyse critically the structures and functions of these
languages
d apply the subject knowledge to the explanation of linguistic
phenomena encountered in professional discourses and in day-to-
day communication situations
e examine the intercultural difference between the east and the west
as well as the intra-cultural differences within the Greater China
region linguistically essential to translation and other integrated
use of English and Chinese for professional communication
63
Subject Synopsis
Indicative
Syllabus
Overview of Contrastive Analysis
Introduction to contrastive analysis in linguistics function and
importance of contrastive analysis in linguistics evolution of and
philosophies behind the Chinese and English languages
Linguistic Differences and Similarities between Chinese and
English
Fundamental Linguistic characteristics of English and Chinese
contrastive study of English and Chinese phonetics and phonology
word formation morphology grammar syntax semantics
Cross-cultural Translation and Communication
Translation skills (order form structure) language of respect and
humanity face politeness conventional cognition of English and
Chinese
Teaching
Learning
Methodology
Lectures will introduce and explain the principles and various
approaches to contrastive language studies with specific reference to
examples drawn from the greater China region and the English-
speaking countries wherever appropriate and invite sharing of
observations through group discussion
Tutorials provide students the opportunity to deepen their
understanding of the concepts taught in lectures and to understand the
linguistic differences and similarities between Chinese and English as
well as cultural differences in Chinese and English through tutorial
exercises student presentations and group discussions
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d e
Continuous Assessment 60
1 Group project with
individual components 35
2 Mid-term test 15
3 Participation and in
class work 10
Examination 40
Total 100
64
Student Study
Effort Expected Class contact
Lecture 26 Hrs
Tutorial 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
Yule G (2010) The study of language (4th
ed) UK Cambridge
University Press
潘文國 (2013) 漢英語言對比概論 北京 商務印書館
References
Chen D (2011) Contrastive linguistics between Chinese and
English Beijing Foreign Language Teaching and Research Press
Hatim B (1997) Communication across cultures Translation theory
and contrastive text linguistics Exeter Exeter University Press
Nida E A (1993) Language culture and translating Shanghai
Shanghai Foreign Language Education
Snell-Hornby M (2001) Translation studies An integrated
approach Amsterdam John Benjamins
何善芬 (2002) 英漢語言對比研究 上海 上海外語敎育出版社
卉君 (1993) 漢語基本知識 香港 商務印書館
黃伯榮 amp 廖序東 (2011) 現代漢語 北京 高等教育出版社
金惠康 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
李德津 amp 程美珍 (2008) 外國人使用漢語語法 (修訂本) 北京
北京語言大學出版社
蕭立明 (2010) 英漢比較硏究與翻譯 上海 上海外語敎育出版
社
陳定安 (1997) 英漢比較與翻譯 香港 商務印書館
王武興 (2003) 英漢語言對比與翻譯 北京 北京大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
65
Subject Code SPD4346
Subject Title Translation for the Media
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Basic knowledge in SPD3189 Translation for the Workplace or
equivalent
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject introduces to the students the features and practices of
the media industry in Hong Kong and important concepts and
techniques in the translation of media documents including news
reports magazine articles web pages etc It provides sufficient
practice to help students acquire hands-on experience and essential
skills to develop expertise in media translation
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the features and practices of the media industry in Hong
Kong
b analyse different formats and styles of English and Chinese
media texts and
c form and apply appropriate approaches and strategies for
translation tasks of different media texts
Subject Synopsis
Indicative Syllabus
Features and Practices of Media Industry in Hong Kong
Todayrsquos media Functions of the mass media Fundamental
considerations of media translation Tasks of a media translator
Characteristics of Media Language
Nature of media language Semantic level Syntactic level Rhetoric
level Features of English and Chinese media writings
Translation Skills Approaches and Strategies for Media
Documents
Transliteration literal translation liberal translation and combined
translation Addition omission repetition reversion and
rearrangement of words and expressions Balance of accuracy
fluency and expressiveness Adapting editing and re-writing texts
Translation for Printed Media
Translation strategies and approaches for different types of printed
media writings including news reports magazine articles editorials
etc
66
Translation for Electronic Media
Translation strategies and approaches for different types of
electronic media writings including TV and radio broadcast
internet etc
TeachingLearning
Methodology
Lectures focus on the introduction and explanation of translation
theories and concepts with specific reference to different media
documents wherever appropriate Group discussions are arranged
regularly Tutorials provide students with the opportunity to deepen
their understanding of the concepts taught in lectures and to apply
the theories in practice The activities in tutorials normally include
discussion practice and presentation related to both the source text
and the target text of media documents
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments (eg
test reflective journal case
study)
20
3 Group assignments (eg
project report research
paper)
10
4 Class participation 10
Examination 40
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
67
Reading List and
References
Recommended Textbook
There is no prescribed textbook This is a dynamic course which
mainly involves current media documents in Hong Kong Lecture
summary and supplementary notes may be distributed from time to
time
References
Ho W K (2001) Media translating In An Encyclopedia of
Translation Chinese-English eds Chan Sin-wai amp David E
Pollard (pp 651 ndash 657) Hong Kong The Chinese University Press
Itule BD amp Anderson DA (2007) News writing and reporting
for todayrsquos media (7th
ed) New York McGraw Hill
McLoughlin L (2000) The language of magazines London
Routledge
Reah D (2002) The language of newspapers (2nd
ed) London
Routledge
朱伊革 (2007) 英語新聞的語言特點與翻譯 上海 上海交通大
學出版社
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版
金惠香 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
康照祥 (2005) 媒體識讀 臺北 揚智文化
端木義萬 (2000) 傳媒英語研究 北京 中國社會科學出版社
廖柏森 (2007) 新聞英文 閱讀與翻譯技巧 臺北 眾文圖書公
司
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
賴蘭香 (2012) 傳媒中文寫作 香港 中華書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
68
Subject Code SPD4468
Subject Title Writing for Marketing and Public Relations Purposes in English
Credit Value 3
Level 4
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Marketing Management and Public Relations
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject stresses the importance for marketing and PR
professionals to communicate effectively to their target audiences
It equips students with the essential conceptual and analytical skills to
enable them to write a range of effective marketing and PR materials in
English which observe common textual conventions used by
professional marketing and PR writers
The primary focus is on creating effective advertisingpromotional
copy and effective media releases as these are the most common ways
of reaching a target audience Students will also become acquainted
with other text types including backgrounders brochures and broadcast
scripts
Recent technological changes are covered to give students an
understanding of how technology has impacted written communication
skills in the marketing and PR industries
Intended
Learning
Outcomes
Upon successful completion of this subject students will be able to
a identify the intended public and the nature of various media in
planning and writing marketing and PR text
b apply marketing and public relations writing skills to produce
effective promotionaladvertising copy and press releases that reach
their target audience with the desired effect
c recognise and understand legal and ethical problems associated
with marketing and public relations writing and adjust writing style
to avoid these and
d proofread a range of marketing and public relations texts to
improve accuracy by identifying a range of common grammatical
errors
69
Subject
Synopsis
Indicative
Syllabus
The subject develops studentsrsquo awareness of how a range of effective
marketing and PR texts are constructed and helps them develop their
own professional writing skills to produce texts with similar features
It uses genre analysis to analyse the lsquomovesrsquo used by effective
marketing and PR writers in a range of markets and media and
provides many opportunities for students to produce and critically
evaluate their own texts
PART 1 Before you Start Writinghellip
a) Setting communication objectives
Adopting a problem-solution mindset
Defining your target audience
Defining what you want your writing to achieve
b) Considering legal and ethical issues
Defamation
Privacy
Inclusiveness
Gender-neutral writing
lsquoGreenwashrsquo
PART 2 Writing Copy that Sells
a) Key lsquomovesrsquo of successful promotionaladvertising texts
Getting the readerrsquos attention and holding it
Writing from the readerrsquos point of view
Putting human benefits before features
Identifying your USP
Establishing your credibility
Showing that the value exceeds the price
Telling the reader what to do next
Giving the reader a reason to act now
Creating a compelling headlinetagline
b) Critical evaluation of a range of authentic promotionaladvertising
texts in different media
c) Analysis of common linguistic errors in promotionaladvertising
texts written by Chinese L1 writers
PART 3 Writing Successful Media Releases
a) Key lsquomovesrsquo of successful media releases
Identifying a strong news angle
Getting the story into the lead paragraph
Adding high-impact quotes
Creating a compelling headline
Maintaining an objective and neutral tone
b) Critical evaluation of a range of authentic media releases
c) Analysis of common linguistic errors in media releases written by
Chinese L1 writers
70
Teaching
Learning
Methodology
The approach to teaching and learning will incorporate
a) guided discovery
b) skills development in focused tasks and
c) opportunities for students to demonstrate individually their
improved competence
Class time will focus on a discovery-based approach in which students
through guided analysis of model texts will critically evaluate a range
of successful (and occasional unsuccessful) marketing and public
relations copy to identify key features
Students will go on to develop their ability to incorporate these
features into their own writing apply their understanding by
synthesising a range of writing techniques and skills to produce
effective texts of their own in group and individual writing activities
There will be a balance between group work and individual
participation Group work will prepare students to work effectively
with other team members Individual writing tasks and other tasks will
develop a sense of personal responsibility for the quality of their own
communication
Students are expected to read widely on the subject The lecturer will
direct students to one or more specific articles that consolidate and
expand the skill(s) that have been covered that week Alternatively
students may be expected to read some of the theoretical material
before class and come to class already informed of key principles
There is no distinction between lectures and tutorials for this subject
71
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Final Examination 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to approval of the School Programme Committee
Student Study
Effort Expected
Class contact
Lessons 39 Hrs
Self-study and class preparation 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbook
The material is based on the work that the Centre for Professional and
Business English (CPBE) of PolyU carries out with organisations and
working adults in Hong Kong Students will receive the core course
material in two in CPBE-written modules
Part A Writing Copy that Sells
Part B Writing PR Copy
72
References
Aronson M Spetner D amp Ames C (2007) The Public Relations
Writers Handbook The Digital Age 2nd Edition San Francisco
JosseyBass
Bivins T H (2013) Public Relations Writing The Essentials of Style
and Format 8th
Edition McGraw-Hill
Bly RW (nd) The Fundamentals of Persuasive Writing Retrieved 15
December 2015 from wwwblycomPagesdocumentsTFOPWhtml
Farrall C and Lindsley M (2008) Professional English in Use
Marketing Cambridge Cambridge University Press
Harrington J (2015) RIP press releases hello integration and
goodbye PR Welcome to the future of our industry Retrieved 15
December 2015 from wwwprweekcomarticle1366952rip-press-
releases-hello-integration-goodbye-pr-welcome-future-industry
Hayden CJ (2009) Increase Your Signal-to-Noise Ratio Retrieved 15
December 2015 from wwwgetclientsnowcomsignal-to-noise-
ratiohtm
Makepeace C (2009) How to Create a Killer Ad Retrieved 15
December 2015 from
wwwmakepeacetotalpackagecomarchiveshow-to-create-a-killer-ad
Rich C (2012) Writing and Reporting News 7th ed Belmont
California Wadsworth
Ross K (2015) How to Write a Press Release in One Easy Lesson
Retrieved 15 December 2015 from wwwkayrosscompress-
releasehtml
Ross K (2015) Why Should I Visit Your Website - And Why Should I
Stick Around Retrieved 15 December 2015 from
wwwkayrosscomwhy-websitehtml
Schermerhorn M (2005) Writing Great Website Sales Copy
Retrieved 15 December 2015 from httpezinearticlescomWriting-
Great-Website-Sales-Copyampid=36763
Scott DM (2013) The New Rules of Marketing amp PR How to Use
Social Media Online Video Mobile Applications Blogs News
Releases and Viral Marketing to Reach Buyers Directly Hoboken NJ
John Wiley amp Sons
Smith R D (2008) Becoming a Public Relations Writer A Writing
Process Workbook for the Profession 3rd ed Routledge
73
Swain JW amp Swain KD (2014) Effective Writing in the Public
Sector Armonk USA Routledge
Whitaker W R Ramsey J E and Smith R D (2012) Media writing
print broadcast and public relations 4th ed New York Routledge
Wilcox D L (2012) Public Relations Writing and Media
Techniques 7th ed Pearson
Yopp J J and McAdams K (2014) Reaching Audiences a Guide to
Media Writing 6th ed Boston Allyn amp Bacon
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
74
Subject Code SPD4556
Subject Title Languages in Contemporary Societies
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to help the students to understand the
social nature of language to be keenly aware of the product and process
of languages in contact and cross-language influence in the accelerated
globalising society and to be able to apply the sociolinguistic knowledge
learned in class to analyse and evaluate language use in various social
and cultural contexts
Intended
Learning
Outcomes
Students are expected to be able to
a Articulate the social nature of language and the role of language in
both reflecting and constructing a speakers social identity
b Acquire acute awareness and understanding of the dynamics of
language variation and change in multilingual and multicultural
societies
c Appraise critically language-related issues and exercise critical
judgment in evaluating language use in various social and cultural
contexts
d Apply sociolinguistic knowledge to describe and explain the
phenomena of human interaction the students encounter
e enhance critical thinking in the course of study a theoretical subject
socio-linguistics
f enhance biliteracy and trilingualism by virtue of a deeper
understanding of language use in cosmopolitan multi-lingual cities
like Hong Kong
Subject
Synopsis
Indicative
Syllabus
1 Language and social identity
2 Bilingualism and diglossia
3 Societal multilingualism
4 Code-mixing and code-switching
5 Linguistic variation and change
6 Language culture and thought
7 Register genre and style
8 Language and internet development
9 New Media Literacy
75
Teaching
Learning
Methodology
Theory and practice will be fully integrated throughout the subject In
addition to the provision of key concepts of the subject and guidance on
applications highly interactive seminars are designed to encourage
active participation from the students in classroom discussion
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation 20
2 Quiz 20
3 Term paper 40
4 Class participation 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed by presentation quiz and term paper While
the quiz assesses the studentsrsquo grip of the subject matter of a general
nature the presentation and term paper will involve applying the
conceptual resources learned in the subject to describe critically
evaluate and explain some samples of language use in society Besides
the participation tutorial encourages the students to participate actively
in discussion and critically responds to the teacher and fellow classmates
in academic debates
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Supervised studies group work 35 Hrs
Library search fieldwork own research 35 Hrs
Total student study effort 109 Hrs
76
Reading List and
References Aitchison Jean and Diana M Lewis (ed) 2003 New Media
Language London Routledge
Auer Peter (ed) 2007 Style and Social Identities Alternative
Approaches to Linguistic Heterogeneity New York Mouton de
Gruyter
Bonvillain Nancy (2014) Language culture and communication
the meaning of messages [The Seventh Edition] Upper Saddle
River NJ Pearson
Claika Elaine 1994 Language The Social Mirror (3rd Ed) Heinle
amp Heinle
Deborah Tannen and Anna Marie Trester (ed) 2013 Discourse 20
language and new media Washington DC Georgetown University
Press
Eckert Penelope amp Sally McConnell-Ginet 2013 Language and
Gender [The Second Edition] Cambridge University Press
Fasold Ralph 1996 The Sociolinguistics of Language Oxford
Basil Blackwell
Holmes Janet 2013 An Introduction to Sociolinguistics [The
Fourth Edition] Longman
Wardhaugh Ronald (2015) An Introduction to Sociolinguistics
[The Seventh Edition] Chichester John Wiley amp Sons Inc
Stockwell Peter 2007 Sociolinguistics A Resource Book for
Students Routledge
教育部語言文字信息管理司組編《中國語言生活狀況報告》
2005 2006 2007 2008 2009 2011 北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
77
Subject Code SPD4558
Subject Title Applied Translation Studies
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to produce students who understand the factors
involved in communication across two languages who have an
awareness of the different levels of meaning in a text who can use this
awareness to evaluate both source texts and their translations who
have an awareness of basic issues concerning translation as a
profession It will also assist students to examine texts and analyse the
linguistic and sociolinguistic issues underlying communication across
cultures
Intended
Learning
Outcomes
Students are expected to be able to
a understand linguistic and cultural issues in translation
b analyse texts from the point of view of a translator
c identify translation problems in relation to syntax lexis function
and cultural issues to classify them and to find solutions
d translate texts of various types using appropriate strategies and
procedures
e become thinking translators
f students are expected to develop the ability of critical thinking and
cultural appreciation
Subject
Synopsis
Indicative
Syllabus
1 introduction- what translation studies does
2 science of translationmdashlinguistic approach to translation
3 dynamic equivalence
4 type reader translator strategy (functionalist approach)
5 text analysis in translation
6 translation procedures
7 translation of metaphor
8 translation of terminology
9 cultural issues in translation
10 multilingualism in a monolingual text
11 translation in the context of bilingualism and biculturalism
78
Teaching
Learning
Methodology
This subject will be conducted in lectures and seminars Assignments
will be designed to provide tasks which encourage and develop critical
analysis and evaluation as well as encourage and develop the
discussion of their own work and existing translations
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 One paper 80
2 Class
participation
amp paper-conducting
20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed in the form of essays describing
translation problems encountered by the students using theories learned
in class and readings and analyse existing translations
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Peter Newmark A Textbook of Translation (New York Prentice Hall
1988) Eugene A Nida ldquoDynamic Equivalence in Translationrdquo in An
Encyclopaedia of Translation (Hong Kong Chinese University Press
1995) pp223-230
Jin Di ldquoEquivalent Effect in Translationrdquo in An Encyclopaedia of
Translation (Hong Kong Chinese University Press 1995) pp231-234
Roman Jakobson ldquoOn Linguistic Aspects of Translationrdquo Theories of
Translation eds Rainer Schulte and John Biguenet (Chicago and
London University of Chicago Press 1993) pp 144-151
Marilyne Rose ldquoTranslation Types and Conventionsrdquo Translation
Spectrum ed Marilyne Rose (Albany State University of New York
Press 1981) pp31-40
Katharina Reiss ldquoText Types Translation Types and Translation
79
Assessmentrdquo Readings in Translation Theory ed Andrew Chesterman
(Helsinki Oy Finn Lectura Ab 1989) pp106-115
Juliane House ldquoTranslation Quality Assessmentrdquo Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 157-161
Christiane Nord Translation as a Purposeful Activity St Jerome
(1997)
Marrlyne Rose ldquoTime and Space in the Translation Process in
Translation Spectrum pp 1-7
Vinay amp Darkelnet ldquoTranslation Proceduresrdquo in Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 61-69
Jin Di amp Eugene Nida On Translation 中國對外翻譯出版公司
1984
JC Catford A Linguistic Theory of Translation Oxford Univ Press
1965
孫述宇金聖華《英譯中》香港中文大學校外進修部
1975
張培基等《英漢翻譯教程》上海瓦與教育出版社2007
譚載喜《新編奈達論翻譯》北京對外翻譯出版公司1999
劉靖之ldquo重神似不重形似rdquo《翻譯論集》(香港三聯書店
1989) pp1-15
羅新璋 ldquo我國自成體系的翻譯理論rdquo《翻譯論集》(香港商務
印書館1989) pp1-19
林語堂 ldquo論翻譯rdquo 《翻譯論集》(香港三聯書店1989)
pp32-47
趙元任ldquo論翻譯中信達雅的信的幅度rdquo《翻譯論集》(香
港三聯書店 1989)pp48-63
陳西瀅 ldquo論翻譯 rdquo《翻譯論集》(北京商務出版社
1989)pp 400-408
曾虛白ldquo翻譯中的神韻與達rdquo《翻譯論集》(北京商務出版
社 1989)pp 409-416
80
傅雷ldquo翻譯與臨畫 mdash《高老頭》重譯本序rdquo 《翻譯論集》(香
港三聯書店1989) pp 68-69
傅雷關於翻譯的通信《翻譯論集》(香港三聯書店1989)
pp 70-78
錢鍾書ldquo林紓的翻譯rdquo《翻譯論集》(香港三聯書店1989)
pp 302-332
黃宣範ldquo翻譯的語言基礎rdquo《翻譯與語意之間》(台北聯經出
版事業公司1993)pp217-242
《翻譯季刊》香港翻譯學會
《中國翻譯》中國翻譯者協會
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
81
Subject Code SPD4559
Subject Title Bilingual Communication Workshop
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The aim of this subject is to achieve better co-ordination and
integration for the learning of Chinese (including Putonghua) and
English among the students and to better prepare students for
professional environments where the two written codes and three
spoken languages will be either simultaneously interchangeably or
integratively used It is believed that such environments are the
norm in both the private and public sectors of Hong Kong and that
graduates from this programme will be expected to assume as
executives the role of linguistic brokers or intermediaries in these
environments
This subject focuses on enhancing studentsrsquo biliterate and trilingual
skills as well as integrated bilingual communication via a lsquolearning
by doingrsquo approach whereas SPD3263 focuses on developing
studentsrsquo grip on the conceptual resources related to bilingual
communicative norms and the conduct and content of bilingual
communication especially its integrated form
Intended Learning
Outcomes
Students are expected to be
a knowledgeable of the types and features of bilingual
communication in both the private and public sectors
b skilled in parallel drafting of documents in both Chinese and
English and in integrated forms of bilingual communication
c able to conduct a range of acts of verbal and non-verbal
communication such as speech opening amp closing
complimenting amp toasting informational probing amp querying
criticising amp self-defending in a professional manner in cross-
cultural and professional contexts
d bilingual norms of language-mediated communication
e communicative norms of inter-cultural communication
f rhetorical tasks involving queries critique ampor lobbying
82
Subject
Synopsis
Indicative
Syllabus
1 making amp defending a case in both Cantonese Putonghua amp
English
2 conducting parallel case documentation in both Chinese and
English
3 making queries in Cantonese Putonghua and English
4 conducting integrated bilingual communication
Teaching
Learning
Methodology
This subject will be conducted in a highly interactive workshop mode
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks~
weighting
Intended subject learning outcomes to
be assessed
a b c d e f
Continuous
Assessment
100
1 Three oral
exercises 55
2 Two written
exercises 35
3 Feedback
given as a
consultant^
10
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
As an advocate (25) as a fact-finder (10) as a critic (20)
^ Consultant is a role-play position in the simulated class exercises The role
of the consultant in class exercises is to offer helpful suggestions to other
players for improvement This part of assessment is a minor class work
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Guided Supervision 13 Hrs
Other student study effort
Preparation amp Practices 35 Hrs
Writing Exercises 35 Hrs
Total student study effort 109 Hrs
83
Reading List and
References References
Argenti P (2007) Corporate communication (4th
ed) New York
NY McGraw-HillIrwin
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
Chaney LH amp Martin JS (2014) Intercultural business
communication (6th ed) Upper Saddle River NJ PearsonPrentice
Hall
John Sinclair (Eds) (2011) Collins Cobuild English dictionary for
advanced learners Bishopbriggs Glasgow HarperCollins
Mascull B (2010) Business vocabulary in use Advanced (2nd
ed)
Cambridge Cambridge University Press
Mascull B (2010) Business vocabulary in use Intermediate (2nd
ed) Cambridge Cambridge University Press
中國社科院語言研究所詞典編輯室 (2016) 現代漢語詞典 香港
商務印書館
中國社會科學院語言研究所 (2011) 新華字典(第 11 版) 北京
商務印書館
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
香港理工大學中文及雙語學系 (2010) 理大實用中文寫作手冊
香港 香港理工大學中國語文教學中心
陸谷孫(2008)英漢大詞典 上海上海譯文出版社
經濟日報出版社 (2002) 中國商務應用文書手冊 香港 經濟日
報出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
84
Subject Code SPD4563
Subject Title Chinese Media in the Bilingual Context
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject presents and explores issues of bilingualism and
multiculturalism in Chinese media practice in the accelerated globalising
and pluralistic societies of today utilising conceptual resources from
bilingualism and discourse analysis The students are encouraged to
reflect and generalise the use of language and languages in media
discursive practice and to apply and extend their creative and critical
thinking capacity as well as their bilingual knowledge and skills through
analysing and practicing different media genres in Hong Kong and the
related Cultural China regions
Intended
Learning
Outcomes
Students are expected to be able to
a acquire a good understanding of the sociocultural and
sociolinguistic characteristics of Chinese media in Hong Kong and
its related Cultural China regions
b appraise critically language-related issues of media communication
in the accelerated globalising and digitalising world
c develop further bilingual knowledge and skills with an appropriate
usemix of signs styles and symbols for Chinese media production
in a pluralistic society
d develop critical and creative thinking via analysing and producing
different media products in Hong Kong and the related Cultural
China region
e develop integrated biliteracy and trilingualism with heightened
awareness and appreciation of the multilingual and multicultural
mix in Hong Kong and the related Cultural China regions
Subject
Synopsis
Indicative
Syllabus
1 Globalisation localisation and the development of Chinese media
2 Orality and literacy in Chinese media
3 New words and formation in Chinese media
4 Codemixing and codeswitching in Chinese media
5 Intertextuality and hybridity in Chinese media
6 Stylistic variations and changes in Chinese media
7 Signs and Symbols in Chinese media
8 Ideology and image transformation in Chinese media
85
Teaching
Learning
Methodology
The subject will be divided into lectures and seminars Lectures will
cover the major themes in the broadest form while seminars will
concentrate on the special topics andor case studies A combination of
various exercises including presentation class discussion and media
work production will be utilised to maximise the learning outcomes for
the students Tutorial sessions will be arranged to assist students to
complete their assignments satisfactorily
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e
Continuous
Assessment
100
1 Presentation 20
2 Class
participation 15
3 Media
production 45
4 Quiz 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Seminars 13 Hrs
Other student study effort
Readings amp Discussion 30 Hrs
Writing amp problem-solving tasks 50 Hrs
Total student study effort 119 Hrs
86
Reading List
and References
Baran Stanley J 2007 Introduction to Mass Communication Media
Literacy and Culture (Updated 4th ed) New York McGraw-Hill
Chan K J W Walls and D Hayward 2007 (ed) East-West
Identities Globalisation Localisation and Hybridisation Boston
Brill
Craig T J and R King 2002 Global Goes Local Popular Culture in
Asia Hong Kong Hong Kong University Press
Li David CS 1996 Issues of Bilingualism and Biculturalism A Hong
Kong Case Study New York Peter Lang
Lee CC JM Chan Z Pan and CY K So 2002 Global Media
Spectacle News War over Hong Kong New York State University of
New York Press
Machin D amp T V Leeuwen 2007 Global Media Discourse A
Critical Introduction New York Routledge
Meinhof U amp J Smith 2000 Intertextuality and the Media From
Genre to Everyday Life New York Manchester University Press
Wu D D (ed) 2008 Discourses of Cultural China in the Globalising
Age Hong Kong Hong Kong University Press
Lee Francis L F (2014) Talk radio the mainstream press and public
opinion in Hong Kong Hong Kong Hong Kong University Press
王建華主編 2006《資訊時代報刊語言跟蹤研究》杭州浙
江大學出版社
吳東英 許謙文 2000 方言變異還是語體變異 內地與香港娛
樂新聞的語篇差異分析《中國語文》第一期35-41頁
吳東英秦秀白吳柏基2004香港報刊語言口語化的表現形
式和功能《當代語言學》 第3期248-256頁
俞旭郭中實黃煜主編(1999)《新聞傳播與社會變遷》香
港中華書局
鄭慶君 2007《手機短信中的語言學》長沙湖南大學出版
社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
87
Subject Code SPD4564
Subject Title Classical Chinese for Today
Credit Value 3
Level 4
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help our student to break the language barrier that
prevents them to access the civilisation of Ancient China recorded in the
textual forms It enables students to acquire reading ability in Classical
Chinese by adopting the principled systematic approach devised by Wang
Li and his team at Peking University to the acquisition of Classical
Chinese on the part of undergraduate students The essence of this
approach is the division of teaching materials into three parts namely (1)
texts (2) basic vocabulary (3) grammatical patterns and relevant
knowledge with a strong sense of striking a balance between maximising
the utility of each of these three parts and integrating the three as far as
practicable
Intended
Learning
Outcomes
Students are expected to be able to
a acquire sufficient vocabulary to understand Classical Chinese
b acquire the basic grammatical features that are commonly found in
Classical Chinese
c make use of dictionaries and reference works that are instrumental
in studying Classical Chinese source material
d generalise and apply the knowledge acquired to comprehend newly-
encountered texts
e translate Classical Chinese into modern Chinese
f appreciate the historical developments of Chinese language
g relate the classical texts to the cultural historical philosophical and
social evolutions in China
h develop critical and logical thinking through learning Classical
Chinese in a systematic manner
i acquire life-long learning skills through the application of
dictionaries and reference works in the study
j enhance the appreciation of traditional Chinese civilisation
including culture history and philosophy
k identify the influences of traditional Chinese civilisation on the
contemporary world
l have a better sense of historic-national identity and responsibility
88
Subject
Synopsis
Indicative
Syllabus
A Selected Texts
1 Pose Zuozhuan (左傳) Mencius (孟子) Lunyu (論語)
Zhuangzi (莊子) Xunzi (荀子) Han Fei Zi (韓非子)
Zhanguoce (戰國策) Sun Zi (孫子兵法) Shiji (史記)
Hanshu (漢書)
2 Poem Shijing (詩經)Chuci (楚辭)Tangshi (唐詩)
Songci (宋詞)
B Vocabulary
1 The basic meanings and the extended meanings of the
lexical items found in the selected text
2 The synonyms and related words of the lexical items
3 The semantic change of the lexical items in the history of
Chinese language
C Grammatical features
1 Sentence types and their markers
2 Passive versus active sentences
3 Lexical categories Pronouns Connectives prepositions
adverbs and particles
4 The functional shift of lexical categories in Classical
Chinese
5 Word Order in Classical Chinese
D Relevant Knowledge
1 Major dictionaries and reference works in studying
Classical Chinese
2 The metrical patterns in poems and verses
3 The family names and personal names in Ancient China
4 The official titles Ancient China governments
5 The rituals and festivals of Ancient China
6 The astronomical calendar adopted in Ancient China
Teaching
Learning
Methodology
In addition to lectures provided by the subject teacher students will be
required to apply the taught skills to solve problems in understanding
Classical Chinese on their own Critical discussion on the different
commentaries and annotations of the selected texts will be held
Presentations on the socio-cultural aspects of Ancient China will also be
required
89
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes to be assessed
a b c d e f g h i j k l
Continuous
Assessment
50
Examination 50
Total 100
Continuous assessment items andor weighting may be adjusted by the subject
lecturer subject to the approval of the School Programme Committee
The subject will be assessed by assignments and examination The take-
home assignments assess the respective knowledge and skills for the subject
while the final examination assesses studentsrsquo vocabulary size
comprehension ability and translation skills of Classical Chinese
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self studies 60 Hrs
Course work (total 3) 9 Hrs
Total student study effort 108 Hrs
Reading
List and
References
王力主編2006《古代漢語》(校訂重排本)一至四冊北京中華
書局
張世祿2004《古代漢語教程》(修訂版)上下冊上海復旦大學
出版社
王力1984《談談學習古代漢語》濟南山東教育出版社
王力編2000《王力古漢語字典》北京中華書局
王政白1992《古漢語同義詞辨析》合肥黃山書社
楊伯峻何樂士2001《古漢語語法及其發展》(修訂本)北京
語文出版社
村夫向東1985《古漢語語法手冊》太原山西人民出版社
周振甫2004《怎樣學習古文》北京中華書局
張中行2007《文言津逮》北京中華書局
The Reading List and References are indicative Relevant reading materials
will be suggested and assigned from time-to-time when they are deemed
90
appropriate
91
Subject Code SPD4565
Subject Title Communications in Greater China
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
Greater China is a political plurality and is multicultural with policies
and practices of communications varying from polity to polity This
subject will provide students with a survey and understanding of the
social and media characteristics and the communicative norms that are
essential for interpreting evaluating and designing corporate
communication materials related to media relations in the region
Conceptual resources from global communication and cross-cultural
competence will be utilised with the hope to further develop the
studentsrsquo multilingual sensitivity and their multicultural competence
which should help them better adapt to their future professional life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a articulate the social systems and the characteristics of persuasive
communication in the Greater China region
b articulate the media systems and characteristics that are relevant
to media relations management in the region
c evaluate the appropriateness and effectiveness of the language for
persuasion in the region based on their acquired knowledge of the
communicative norms and variations within the region
d plan design and produce integrated materials for public
communication campaigns and managing publicity for the
corporation
e broaden outlooks with enhanced knowledge and understanding of
the linkages and differences in the Greater China region
f enhance biliteracy and trilingualism with heightened awareness
and performance in using different Chinese varieties and styles in
relation to the context of the region
Subject
Synopsis
Indicative
Syllabus
1 The emergence of the concept Greater China and its constituents
2 Governmental policies and practice of communications in Greater
China
3 Public opinions and corporate image management in Greater
China
4 External corporate communications in Greater China
interpersonal dimension
5 External corporate communications in Greater China media
systems and practice
92
Teaching
Learning
Methodology
In addition to attending lectures and tutorials students are provided with
tasks that require survey evaluation and comparison as well as practice
of various forms of corporate communication and of managing
interpersonal and media relations for the corporation in the region
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation
oral quiz 20
2 Problem set 40
3 Quiz 20
4 Participation
tutorial 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The presentation oral quiz allows the students to demonstrate their
understanding of lecture content and provides them with an opportunity
to deal with a special topic within the subject in depth The problem set
will involve applying the conceptual resources learned from the subject
to 1) critically evaluate and justify the suitability of persuasive
communication(s) in Greater China 2) critique the existing approaches
and construct an alternative model for persuasive communication in the
region andor 3) plan and design materials for effective public
communication campaigns in the region While the quiz assesses the
studentsrsquo grip of the subject matter of a general nature the students are
also encouraged to participate actively in class by discussing with their
fellow classmates in the QampA session after the presentation oral quiz
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and Discussion 35 Hrs
Writing and Problem-solving Tasks 35 Hrs
Total student study effort 109 Hrs
93
Reading List
and
References
Lu Xing Wenshan Jia and D Ray Heisey (ed) 2002 Chinese
Communication Studies Contexts and Comparisons Westport CT Ablex
Publishing
Miller Dan P amp Robert L Heath 2004 Responding to Crisis A Rhetorical
Approach to Crisis Communication Mahwah NJ Lawrence Erlbaum
Associates Publishers
Magala Slawomir (ed) 2005 Cross-cultural Competence London
Routledge
McPhail Tomas L 2006 Global Communication Theories Stakeholders
and Trends Malden MA Blackwell Publishing
Rawnsley Gary D and Ming-Yeh T Rawnsley (ed) 2003 Political
Communications in Greater China New York RoutledgeCurzon
Stiff James B and Paul A Mongeau 2003 Persuasive Communication
New York The Guiford Press
Wu Doreen D (ed) (2008) Discourses of Cultural China in the
Globalising Age Hong Kong Hong Kong University Press
Yu Bin (ed) 1996 Dynamics and Dilemma Mainland Taiwan and Hong
Kong in a Changing World New York Nova Science Publishers
陳國明主編 2004《中華傳播理論與原則》五南圖書出版股份有限
公司
胡泳ldquo在互聯網上營造公共領域rdquo《現代傳播》2010 年第 1 期
单业才编著 2007 《企业危机管理与媒体应对》北京 清華大學出
版社
林景新著 2009《网络危机管理》廣州暨南大學出版社
劉建明 2006 《新聞發布概論》北京 清華大學出版社
張海洋 2006《中國的多元文化與中國人的認同》民族出版社
翟學偉 1994 《面子 人情 關係網》河南人民出版社
翟学伟 2011 《中国人的脸面观 形式主义的心理动因与社会表
征》 北京大学出版社
朱海松 2010 《网络的破碎化传播传播的不确定性与复杂适应
性》中国市场出版社
單波石義彬劉學 2011《新闻传播学的跨文化转向》上海交通
94
大學出版社
石国亮 2012《新媒体时代公关案例》 研究出版社
黎佩兒 2012《香港傳媒-新聞自由與政治轉變》天地圖書出版
社
The Reading List and References are indicative Relevant reading materials will
be suggested and assigned from time-to-time when they are deemed appropriate
95
Subject Code SPD4566
Subject Title Consecutive Interpreting
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Pre-requisite SPD3262 Interpreting for the Professions
Objectives
This subject is designed to consolidate the basic interpreting skills
learnt in ldquoSPD3262 Interpreting for the Professionsrdquo and further
develop studentsrsquo interpreting abilities by training them to be able to
undertake consecutive interpreting (CI) tasks on general topics in
the workplace In this subject students will learn some essential CI
skills such as active listening note-taking and oral presentation to
behave professionally in CI Practice will focus on CI tasks on
various topics between Chinese (MandarinCantonese) and English
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a master the basic skills and strategies essential to CI
b recognise the specific requirements of an interpreting task
c make adequate preparation for a CI task
d apply CI to a wide variety of situational uses
e undertake interpreting tasks in the workplace
Subject Synopsis
Indicative Syllabus
1 Basic concepts of interpretation
Functions and features of different types of interpretation
Criteria for good interpretation
Professional ethics and practice
2 Skills for CI
Note-taking skills
Improvisation skills
Public speaking skills
Sight translation skills
TeachingLearning
Methodology
Classes will be conducted in a language laboratory in an interactive
mode Speech recordings on current affairs will be used in classes as
training materials to keep students updated on latest events to
widen their vocabulary and to enrich their repertoire of expressions
In addition audio and video recordings of professional interpreters
will be shown in order to expose learners to different interpreting
styles Students will also be asked to research on interpreting
assignments that cover a variety of topics on current local and
international issues Through class discussion students are guided to
develop self-evaluation and peer-evaluation skills
96
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Class
participation and
performance
10
2 Mid-term quiz 30
3 After-class
practice 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject adopts formative assessment method Specifically
students will be assessed through a series of quizzes in the course of
learning These quizzes will be conducted at different learning
stages to assess studentsrsquo performance under pressure and to
evaluate studentsrsquo progress of learning CI from Chinese (mainly
Cantonese) to English and English to Chinese (mainly Cantonese)
will carry equal weighting in the assessment
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises outside
class 39 Hrs
Reading lecture notes and doing interpreting
assignments 39 Hrs
Total student study effort 117 Hrs
Reading List and
References
Gentile Adolfo Uldis Ozolins amp Mary Vasilakakos 1996 Liaison
Interpreting A Handbook Melbourne Melbourne University Press
Gillies Andrew 2005 Note-taking for Consecutive Interpreting A
Short Course Manchester St Jerome Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
97
Subject Code SPD4568
Subject Title Translation for Business and Commerce
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to train students in the practice of translation for
business and commerce Students will be introduced to basic concepts
and principles relating to business and commercial translation
Through a variety of hands-on tasks students will acquire and apply
specific strategies and techniques to tackle translational problems in
various types of business and commercial texts Students will also
learn to think critically about ethical issues that professional
translators face in the industry
Intended Learning
Outcomes
At the end of the course students should be able to
a Reflect critically on basic concepts and principles relating to
business and commercial translation
b Identify specific strategies and techniques in solving
translational problems in business and commercial texts
c Apply the concepts principles strategies and techniques
acquired to the translation of various types of texts in the
business and commercial domain
Subject Synopsis
Indicative
Syllabus
1 the nature and function of business and commercial translation
2 basic concepts and principles
3 translating general business documents strategies and
techniques
4 translating technical financial documents strategies and
techniques
TeachingLearning
Methodology
This subject will be conducted in a highly interactive seminar mode
Lectures will be complemented by hands-on tasks and class
discussions Assignments will be designed to help learners apply the
knowledge acquired in class to practical translation work
98
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Assignment 1 25
2 Assignment 2 25
3 Assignment 3 25
4 Assignment 4 25
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Being a skill-oriented subject assessment is based primarily on
assignments and an end-of-semester class test
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References Brett Michael (2000) How to Read Financial Pages London Random
House
Downes J amp Goodman J E (2006) Barronrsquos Dictionary of Finance
and Investment Terms 7th edition New York Barronrsquos
Downes J amp Goodman J E (2003) Barronrsquos Finance amp Investment
Handbook New York Barronrsquos
周兆祥(2004)《財經翻譯精要》香港商務印書館
李德鳳(2007)《財經金融翻譯》香港香港大學出版社
白雲開 (2001)《21世紀商用中文書信寫作手冊》香港香港城
市大學出版社
張新紅李明 (2011)《商務英語翻譯》北京高等教育出版社
99
陳仕彬 (2003) 《金融翻譯技法》香港中文大學出版社
許建忠 (2003)《工商企業翻譯實務》香港中文大學出版社
方夢之毛忠明 (2008) 《英漢mdash漢英應用翻譯綜合教程》上
海上海外語教育出版社
李長栓 (2012) 《非文學翻譯理論與實踐》北京中國對外翻譯
出版公司
王恩冕 (2005) 《如何翻譯英語報刋經濟文章》北京對外經濟
貿易大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
2
4 AWARD TITLE
Bachelor of Arts (Honours) in Bilingual Studies
Students may apply to exit the programme for the ordinary degree of ldquoBachelor of Arts
in Bilingual Studiesrdquo upon fulfilling the requirements as specified in Section 13112
of this document
5 MODE STUDY LOAD AND DURATION OF STUDY
51 The programme is offered in full-time mode of study
52 The normal study load is 15 credits in each semester
53 Prior approval from the School is required if students wish to deviate from the
recommended study load The maximum study load to be taken by a student in a
semester is 21 credits1 unless exceptional approval is given by the Director of SPEED
For such cases students will be reminded that the study load approved should not be
taken as grounds for academic appeal
54 Students on academic probation will be required to take a reduced study load To help
improve the academic performance of the students on academic probation the School
will decide the maximum number of credits to be taken by these students on an
individual basis
55 The normal duration of the programme is 2 years The maximum period of
registration is twice the normal duration ie 4 years
6 ATTENDANCE
It is important that students attend classes and study related activities regularly and
punctually Participation forms a critical part in the learning process contributing to
the desired learning outcomes Absence will affect study progress and students should
not be absent without good reason
Some subjects under this programme are Continuing Education Fund (CEF)
reimbursable subjects For CEF reimbursement claims students are required to fulfil
the attendance requirement as stipulated by the Office of CEF
1 Not applicable to students on academic probation
3
7 PROGRAMME AIMS AND OUTCOMES
71 Aims of the Programme
The overarching aim of the programme is to build on the linguistic knowledge and skills
of graduates from relevant Associate Degree Higher Diploma programmes producing
knowledgeable Chinese-English bilinguals with a broad linguistic base who can
approach language and related cultural issues intellectually contribute to the
development of bilingual studies and apply their expertise to related professions in Hong
Kong and other cosmopolitan Chinese communities
72 Programme Intended Learning Outcomes
Graduates of the programme are expected to
(a) have a cultivated understanding of the academic disciplines that form the knowledge
foundation for a career closely related to bilingual studies
(b) have a broad linguistic base that forms the skills foundation for a career where
bilingual studies are applicable
(c) be equipped with sound knowledge of Chinese and English
(d) be equipped with good command of Chinese and English
(e) be able to analyse and solve problems relating to bilingual studies
(f) be able to develop critical thinking
(g) be able to cope with stringent demands in terms of ethics leadership etc made by
society and the professional world
73 Correlation between Programme Intended Learning Outcomes and Institutional Learning
Outcomes
The following table shows the correlation of the programme intended learning
outcomes and PolyUrsquos institutional learning outcomes at undergraduate degree level
Programme
Intended
Learning
Outcomes
Institutional Learning Outcomes for Undergraduate Degree
Competent
professional
Critical
thinker
Effective
communicator
Innovative
problem
solver
Lifelong
learner
Ethical
leader
a
b
c
d
e
f
g
4
8 ENTRANCE REQUIREMENTS
81 The minimum requirements for admission to the programme are
(a) Holders of an Associate Degree a Higher Diploma or equivalent qualification in
relevant disciplines awarded by recognised universities institutions
(b) Those who do not possess the above-mentioned qualifications but have reached
the age of 25 before 1 September in the year in which they seek admission may
apply as mature applicants Mature applicants should possess relevant working
experience in senior positions and have completed post-secondary studies in
related fields They will also be required to pass an admission test and
demonstrate to an Admission Interview Panel their ability to complete the
programme
82 Applicants who apply for admission with non-local qualifications are also required to
attain the following English language requirement
IELTS 60 or TOEFL 550 (paper based) 213 (computer based) 80 (Internet
based)
The above requirement may be exempted for applicants who have completed sub-
degree programmes or equivalent with English as the medium of instruction
9 CREDIT TRANSFER AND EXEMPTION
91 Credit Transfer
Students will be given credits for recognised previous study and the credits will be
counted towards meeting the requirements of the award Normally not more than
50 of the required number of credits for the academic award may be transferable
from approved institutions outside The Hong Kong Polytechnic University (PolyU)
For transfer of credits from programmes within the PolyU normally not more than
67 of the required credits for the award can be transferred In cases where both
types of credits are transferred not more than 50 of the required number of credits
for the award may be transferred Grades may or may not be given for the transferred
credits
The programme is an articulation degree programme Students normally will not be
given credit transfer for any required Cluster-Area Requirements (CAR) and Service-
Learning subjects under General University Requirements (GUR) and they must
complete at least 60 credits2 to be eligible for the award Students who have
completed comparable subjects at sub-degree studies may apply for exemption
Should exemption be granted students will be required to take other electives
(including free electives) to make up the total of 60 credits2 required
2 The minimum requirement of 60 credits does not include the Language and Communication
Requirements (LCR) subjects under GUR which are applicable to individual students
5
The granting of credit transfer is a matter of academic judgement In assessing the
transferability of subjects previously taken the syllabus of that subject should be
carefully scrutinised to ascertain that it is comparable to the curriculum of the
programme Other relevant information may also be required to ascertain the
academic standing of the institution offering the previous study Decision on granting
credit transfer lies with the School
For credit transfer of retaken subjects the grade attained in the last attempt should be
taken in the case of credit transfer with grade being carried over Students applying
for credit transfer for a subject taken in other institutions are required to declare that
the subject grade used for claiming credit transfer was attained in the last attempt of
the subject in their previous studies If a student fails in the last attempt of a retaken
subject no credit transfer should be granted despite the fact that the student may have
attained a pass grade for the subject in the earlier attempts
Students should not be granted credit transfer for a subject which they have attempted
and failed in their current study
The validity period of subject credits earned is 8 years starting from the year in which
the subject is completed (eg if the qualification credit was earned in 201617 the
validity period should count from 2017 for 8 years) Credits earned from previous
study should remain valid at the time when the student applies for transfer of credits
92 Exemption
Students may be granted exemption from taking certain subjects if they have
successfully completed similar subjects at a comparable level in other programmes
The credits associated with the exempted subjects will not be counted for satisfying
the credit requirements of the programme In such case students will be advised to
take other subjects to satisfy the credit requirements
10 CURRICULUM DESIGN
101 Outcome-based Curriculum
University education goes beyond merely mastering accumulation of factual
knowledge It is vital to develop studentsrsquo ability to solve problems and think
critically These focuses are translated from the initial programme objectives to the
teaching approaches and evaluation of student performance
The underpinning curriculum design principle for this programme is outcome-based
learning An outcome-based curriculum provides a rigorous and robust delineation of
the professional competence It also highlights the generic abilities that are
considered important for the graduates of this programme
Explicitly specified outcomes give a clear direction as to how teaching and assessment
6
should be planned aligned and carried out Ultimately this enhances coherence and
integration among subjects within the programme
In addition students are encouraged to take more responsibility for their own learning
in an outcome-based curriculum When learning outcomes are stated clearly students
are able to plan their own learning more effectively
102 Programme Structure
1021 The programme of study consists of at least 60 credits All students are also required to
complete a non-credit-bearing Work-Integrated Education component
(a) General University Requirements (GUR) (Minimum 9 credits)
Nature Details Credits
Language and
Communication
Requirements (LCR)
6 credits in English amp
3 credits in Chinese
(Students who have met the equivalent standard
of the undergraduate degree LCR will not be
required to take these credits Individual
students who are required to take LCR subjects
will be advised of the details before programme
commencement)
9
Cluster-Area
Requirements (CAR) One subject
with Chinese Reading amp
Writing Requirements and China Studies
Requirement embedded
One subject with English Reading amp
Writing Requirements embedded
3
3
Service-Learning (SL)
Free elective
Prior to the full implementation of SL
students may take a 3-credit free elective in
lieu of SL
3
The latest information on GUR subjects is available on the Student Portal (wwwspeed-polyueduhkmySPEED)
7
(b) Discipline Specific Requirements (DSR) (51 credits)
Indicative Area Subject Title Level
Compulsory Subjects (9 subjects 3 credits each)
Bilingual Studies SPD3261 Introduction to Bilingual Studies 3
Translation amp Interpreting
SPD3189 Translation for the Workplace 3
SPD3262 Interpreting for the Professions 3
Linguistics SPD3260 Analysis of Modern Chinese 3
SPD3270 Analysis of English 3
Bilingual Communication
SPD3263 Introduction to Bilingual Communication 3
DSLR English SPD4553 English for Chinese Cultural Themes 4
DSLR Chinese SPD4554 Chinese and Bilingual Academic Inquiry 4
Capstone SPD4557 Integrated Study (Bilingual Studies) 4
Elective Subjects^ (any 8 subjects 3 credits each at most 1 subject at Level 3)
English Language
SPD3225 Written English for Professionals 3
SPD3226 Spoken English for Professionals 3
SPD4468 Writing for Marketing and Public Relations Purposes in English
4
Linguistics
SPD4337 English and Chinese in Contrast 4
SPD4556 Languages in Contemporary Societies 4
SPD4564 Classical Chinese for Today 4
Translation amp Interpreting
SPD4346 Translation for the Media 4
SPD4558 Applied Translation Studies 4
SPD4566 Consecutive Interpreting 4
SPD4568 Translation for Business and Commerce 4
Bilingual Communication
SPD4559 Bilingual Communication Workshop 4
SPD4563 Chinese Media in the Bilingual Context 4
SPD4565 Communications in Greater China 4
Discipline-Specific Language Requirement subject
^ Offering of any elective subjects is subject to sufficient enrolment
(c) Work-Integrated Education (WIE) Requirement
WIE is a work-based learning experience which takes place in an organisational
context relevant to a studentrsquos future profession or career or the development of
generic skills that will be valuable in the studentrsquos future career development Going
beyond studying within campus it allows students to learn from the outside world yet
at the same time contribute to the industry and or community
Students of this programme are required to complete 300 hours of WIE during their
study period Relevant work experience accumulated during or after sub-degree studies
8
may be recognised for fulfilment of WIE
Students will be provided with the WIE guidelines and be advised of the procedures
for recognition of prior work experience at programme commencement
1022 Exit Award
Students who have completed the following requirements may apply to exit the
programme of study with an ordinary degree of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) GUR (minimum 9 credits)
(b) DSR
All compulsory subjects except ldquoSPD4557 Integrated Study (Bilingual
Studies)rdquo (24 credits)
Any 4 elective subjects with at least 3 subjects at Level 4 (12 credits)
(c) WIE (non-credit-bearing)
(d) Having a GPA of 20 or above
For details please refer to Section 13112
9
103 Recommended Progression Pattern
All students are required to undertake 5 subjects in each semester without intermission
in order to fulfil the study requirements within the 2-year normal duration of study
They are also required to complete 300 hours of Work-Integrated Education within their
study period
Year amp
Semester
Subject Code and Title Subject
Nature
Year 1
Sem 1
SPD3189 Translation for the Workplace C
SPD3261 Introduction to Bilingual Studies C
SPD3263 Introduction to Bilingual Communication C
SPD4554 Chinese and Bilingual Academic Inquiry C
GUR Subject GUR
Year 1
Sem 2
SPD3260 Analysis of Modern Chinese C
SPD3262 Interpreting for the Professions C
SPD3270 Analysis of English C
SPD4553 English for Chinese Cultural Themes C
GUR Subject GUR
Year 2
Sem 1
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
GUR Subject GUR
Year 2
Sem 2
SPD4557 Integrated Study (Bilingual Studies) C
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
C = Compulsory E = Elective GUR = General University Requirements
Remarks
1) The subject offering schedule is subject to change at the discretion of the School
2) For elective subjects priority in enrolment will be granted to students in that particular year of study
3) Offering of any elective subjects is subject to sufficient enrolment
4) Students who are required to take LCR subject(s) will be informed of the study schedule separately
These students are advised to consult the Programme Leader on their progression patterns should
they have any concerns on their study load taking into consideration the LCR subject(s) they are
required to take
10
104 Curriculum Mapping
Below is a mapping of subjects of the Bachelor of Arts (Honours) in Bilingual Studies
with reference to the programme intended learning outcomes The mapping focuses
on how each of the programme outcomes is introduced reinforced and assessed
Subject Code Subject Title Programme Intended Learning Outcomes
(a) (b) (c) (d) (e) (f) (g)
Co
mp
uls
ory
Su
bje
cts
SPD3189 Translation for the Workplace I A R A I A
SPD3260 Analysis of Modern Chinese I A R A I A
SPD3261 Introduction to Bilingual Studies I A I A I A
SPD3262 Interpreting for the Professions I A R A I A
SPD3263 Introduction to Bilingual
Communication I A I A
SPD3270 Analysis of English R A R A
SPD4553 English for Chinese Cultural
Themes R A R A
SPD4554 Chinese and Bilingual Academic
Inquiry I A R A R A I A
SPD4557 Integrated Study (Bilingual
Studies) R A R A R A R A R A R A R A
Ele
ctiv
e S
ub
ject
s
SPD3225 Written English for Professionals R A R A
SPD3226 Spoken English for Professionals R A R A
SPD4337 English and Chinese in Contrast R A R A R A
SPD4346 Translation for the Media R A R A R A
SPD4468
Writing for Marketing and
Public Relations Purposes in
English
R A R A R A
SPD4556 Languages in Contemporary
Societies R A R A I A R A
SPD4558 Applied Translation Studies R A R A R A R A
SPD4559 Bilingual Communication
Workshop R A R A
SPD4563 Chinese Media in the Bilingual
Context R A R A R A
SPD4564 Classical Chinese for Today R A R A R A
SPD4565 Communications in Greater
China R A R A
SPD4566 Consecutive Interpreting R A R A R A
SPD4568 Translation for Business and
Commerce RA R A R A
Introduced (I) That the learning leading to the particular intended outcome is introduced in that subject Reinforced (R) That the learning leading to the particular intended outcome is reinforced in that subject Assessed (A) That the learning leading to the particular intended outcome is assessed in that subject
11
11 MEDIUM OF INSTRUCTION
The medium of instruction is English and Chinese (Cantonese and Putonghua when
spoken)
12 TEACHING AND LEARNING METHODS
The teaching learning philosophy underlying this programme is based on a holistic
diversified and flexible approach teaching students how to learn instead of what to
memorise and equipping them with the requisite skills required of a ldquolifelongrdquo learner
On the whole various teaching and learning strategies are adopted which are geared
to the needs and characteristics of the students
The teaching and learning activities are organised coherently according to the
programme learning outcomes subject nature the particular subject topics level of
difficulty and the integration among other components and subjects of the programme
A variety of teaching and learning methods will be used
The main form of teaching is through the use of interactive lectures supplemented
with tutorial exercises (such as case studies projects and presentations) and various
kinds of audio-visual aids Students also have the chance to gain exposure to
experiential learning self-directed learning case-based learning and problem-based
learning
Web-based teaching is another characteristic of the subjects of this programme It is
used to complement face-to-face teaching not only for encouraging studentsrsquo active
participation but also to encourage them to make use of websites for information
collection
To facilitate learning the subject lecturers not only play the role of introducing new
concepts imparting knowledge but also act as facilitators to encourage students to
share their ideas and experience through class discussion case study oral presentation
and group activities
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment
Assessment of learning and assessment for learning are both important for assuring the
quality of student learning Assessment of learning is to evaluate whether students have
achieved the intended learning outcomes of the subjects that they have taken and have
attained the overall learning outcomes of the programme at the end of their study at a
standard appropriate to the award Appropriate methods of assessment that align with
the intended learning outcomes are designed for this purpose The assessment methods
will also enable the teacher to differentiate studentsrsquo different levels of performance
within the subject Assessment for learning is to engage students in productive learning
activities through purposefully designed assessment tasks
12
Assessment will also serve as feedback to students The assessment criteria and
standards should be made explicit to students before the start of the assessment to
facilitate student learning and feedback provided should link to the criteria and
standards Timely feedback will be provided to students so that they are aware of their
progress and attainment for the purpose of improvement
132 Assessment Methods
Studentsrsquo performance in a subject is assessed by continuous assessment and or
examinations as deemed appropriate Where both methods are used the weighting of
each in the overall subject grade has been clearly stated in Section Two of this
document
To pass a subject a student must obtain a pass grade in both continuous assessment
AND examination if any Continuous assessment may include tests assignments
projects presentations and other forms of classroom participation depending on the
subject area Assignments which involve group work will nevertheless include some
individual components therein The contribution made by each student in continuous
assessment involving group effort shall be determined and assessed separately and
this can result in different grades being awarded to students in the same group
At the beginning of each semester the subject lecturer will inform students of the
details of the methods of assessments to be used within the assessment framework as
specified in this document
13
133 Grading
Assessment grades shall be awarded on a criterion-referenced basis A studentrsquos
overall performance in a subject shall be graded as follows
Subject
Grade
Grade
Point
Short
Description
Elaboration on subject grading description
A+ 45 Exceptionally
Outstanding
The studentrsquos work is exceptionally
outstanding It exceeds the intended subject
learning outcomes in all regards A 4 Outstanding The studentrsquos work is outstanding It exceeds
the intended subject learning outcomes in
nearly all regards
B+ 35 Very Good The studentrsquos work is very good It exceeds
the intended subject learning outcomes in most
regards B 3 Good The studentrsquos work is good It exceeds the
intended subject learning outcomes in some
regards
C+ 25 Wholly
Satisfactory
The studentrsquos work is wholly satisfactory It
fully meets the intended subject learning
outcomes C 2 Satisfactory The studentrsquos work is satisfactory It largely
meets the intended subject learning outcomes
D+ 15 Barely
Satisfactory
The studentrsquos work is barely satisfactory It
marginally meets the intended subject learning
outcomes D 1 Barely
Adequate
The studentrsquos work is barely adequate It
meets the intended subject learning outcomes
only in some regards
F 0 Inadequate The studentrsquos work is inadequate It fails to
meet many of the intended subject learning
outcomes
lsquoFrsquo is a subject failure grade whilst all others (lsquoDrsquo to lsquoA+rsquo) are subject pass grades
No credit will be earned if a subject is failed
14
134 Grade Point Average
There are different types of Grade Point Average (GPA) as described below All of
them are capped at 40
1341 GPA (cumulative GPA)
Cumulative GPA is computed as follows
GPA =
n
n
ValueCredit Subject
ValueCredit Subject Point x GradeSubject
Where n = Number of all subjects (inclusive of failed subjects) taken by the student up to
and including the latest semester term For subjects which have been retaken
only the grade point obtained in the final attempt will be included in the GPA
calculation
In addition the following subjects will be excluded from the GPA calculation
(i) Exempted subjects
(ii) Ungraded subjects
(iii) Incomplete subjects
(iv) Subjects for which credit transfer has been approved but without any grade
assigned3
(v) Subjects from which a student has been allowed to withdraw (ie those with the
code lsquoWrsquo)
A student who is absent from an examination will be given a fail grade the respective
subject will be included in the GPA calculation and will be counted as ldquozerordquo grade
point GPA is thus the unweighted cumulative average calculated for a student for all
relevant subjects taken from the start of the programme to a particular point of time
GPA is an indicator of overall performance
1342 Semester GPA
Calculation of Semester GPA is similar to the rules for GPA as described above
except that only subjects taken in that semester including retaken subjects will be
included This Semester GPA will be used to determine studentsrsquo eligibility to
progress to the next semester alongside with the cumulative GPA However the
Semester GPA calculated for the Summer Term will not be used for this purpose
unless the Summer Term study is mandatory for all students of the programme
concerned and constitutes part of the graduation requirements
3 Subjects taken in PolyU or elsewhere and with grades assigned and for which credit transfer has
been approved will be included in the GPA calculation
15
1343 Weighted GPA
Along with the cumulative GPA a Weighted GPA will also be calculated to give an
indication to the Board of Examiners on the award classification which a student will
likely get if he she makes steady progress on his her academic studies
Weighted GPA will be computed as follows
n
n
i
i
W ValueCredit Subject
W ValueCredit Subject Point GradeSubject
GPA Weighted
where Wi = Weighting to be assigned according to the level of the subject
n = Number of all subjects counted in GPA calculation as set out in 1341
above except those subjects outside the programme curriculum GUR
subjects will be included
For calculating the Weighted GPA (and Award GPA) to determine the award
classification of students who satisfy the graduation requirements a standard
weighting will be applied to all subjects of the same level with a weighting of 2 for
Level 1 and 2 subjects and a weighting of 3 for Level 3 and 4 subjects This is also
applicable to the classification of ordinary degree exit award
1344 Award GPA
When a student has satisfied the requirements for award an Award GPA will be
calculated to determine his her award classification
If the student has not taken more subjects than required the Award GPA will be the
same as the Weighted GPA
Any subjects passed after the graduation requirement has been met or subjects taken
on top of the prescribed credit requirements for award shall not be taken into account
in the Award GPA However if a student attempts more elective subjects (or optional
subjects) than those required for graduation in or before the semester in which he she
becomes eligible for award the elective subjects (or optional subjects) with a higher
grade contribution shall be included in the Award GPA (ie the excessive subjects
attempted with a lower grade contribution including failed subjects will be
excluded)
135 Role of Subject Assessment Review Panel
Subject Assessment Review Panel (SARP) is responsible for monitoring the academic
standard and quality of subjects and ratifying subject results SARP will review the
distribution of grades within a subject and finalise the grades at the end of each
semester before submission to the Board of Examiners (BoE) The BoE will not
attempt to change the grades SARP is also responsible for deciding the granting of
late assessment to students and the form of late assessment
16
SARP shall include the Director of SPEED or his her delegate the relevant subject
examiners and where appropriate the Programme Leader
136 Role of Board of Examiners
The Board of Examiners (BoE) shall meet at the end of each semester to review
studentsrsquo progress and is responsible to the College Board of the College of
Professional and Continuing Education (CPCE) for making decision on
(a) the classification of awards to be granted to each student on completion of the
programme
(b) de-registration cases and
(c) cases with extenuating circumstances
The BoErsquos membership should be composed of staff members associated with the
programme and some senior members The Chairman will normally be the Director of
SPEED
137 Academic Probation
If the cumulative GPA of a student is below 20 he she will be put on academic
probation in the following semester Once a student is able to pull his her cumulative
GPA up to 20 or above at the end of the semester the status of ldquoacademic probationrdquo
will be lifted The status of ldquoacademic probationrdquo will be reflected in the assessment
result notification but not in the transcript of studies
A student on academic probation will be required to take a reduced study load To
help improve the academic performance of the student the School will decide the
maximum number of credits to be taken by him her in the probation semester
138 Progression and De-registration
A student will have ldquoprogressingrdquo status unless he she falls within the following
categories any one of which shall be regarded as grounds for de-registration from the
programme
(a) the student has exceeded the maximum period of registration for the programme
as specified in this document or
(b) the studentrsquos cumulative GPA is lower than 20 for two consecutive semesters
and his her semester GPA in the second semester is also lower than 20 or
(c) the studentrsquos cumulative GPA is lower than 20 for three consecutive semesters
When a student falls within the categories as stipulated above the BoE shall de-
register the student from the programme without exception
Notwithstanding the above the BoE has the discretion to de-register a student with
extremely poor academic performance before the time frame specified in categories (b)
17
and (c) above if it is deemed that there is not much of a chance for the student to
attain a GPA of 20 at the end of the programme
139 Late Assessment
A student who has been absent from an examination or other assessment because of
illness injury or other unforeseeable reasons may apply to sit a late assessment
Permission is subject to the approval of SARP as late assessment is not an automatic
entitlement Should a late assessment be granted the actual grade attained will be
awarded
Late assessment for subjects normally shall take place before the commencement of
the following academic year (except for Summer Term which may take place within
3 weeks after the finalisation of Summer Term results) Depending on the decision of
SARP late assessment may be arranged during the examination period of the
following semester term
Except with special approval students who have not yet completed the late
assessment for a subject which is the pre-requisite of another subject will not be
allowed to take the follow-on subject
1310 Retaking of Subjects
No re-assessment will be granted for students in all circumstances Students who
have failed a subject are required to retake the subject if it is compulsory for the
programme If the failed subject is an elective students may choose to retake the
subject or take another elective within the programme as replacement Retaking of
failed subjects or taking replacement subjects should be completed within the
maximum period of registration
Students may retake any subject (except GUR subjects which have been passed) for
the purpose of improving their grade without having to seek approval but they must
retake a compulsory subject which they have failed ie obtained an F grade Retaking
of subjects is with the condition that the maximum study load of 21 credits per
semester is not exceeded Students wishing to retake passed subjects will be accorded
a lower priority than those who are required to retake (due to failure in a compulsory
subject) and can only do so if places are available
The number of retakes of a subject is not restricted Only the grade obtained in the
final attempt of retaking (even if the retake grade is lower than the original grade for
originally passed subject) will be included in the calculation of the GPA Weighted
GPA and Award GPA If students have passed a subject but failed after retake credits
accumulated for passing the subject in a previous attempt will remain valid for
satisfying the credit requirement for award (The grades obtained in previous attempts
will only be reflected in the transcript of studies)
In cases where a student takes another subject to replace a failed elective subject the
fail grade will be taken into account in the calculation of the GPA despite the passing
of the replacement subject
18
1311 Eligibility for Award
13111 Honours Degree Award
Students will be eligible for the PolyU-SPEED award of ldquoBachelor of Arts (Honours)
in Bilingual Studiesrdquo if they satisfy the conditions listed below
(a) Successful completion of at least 60 credits including GUR and DSR as
specified under Section 1021 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1021 (c) and
(c) Having a GPA of 20 or above
Students are required to graduate as soon as they satisfy the respective conditions for
the award
13112 Ordinary Degree Award
Students who have fulfilled the following requirements may apply to exit the
programme with an ordinary degree award of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) Successful completion of at least 45 credits including GUR and DSR as
specified under Section 1022 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1022 (c) and
(c) Having a GPA of 20 or above
Applications for exit award should be submitted in writing to the School before the
start of the examination period of the semester concerned The School reserves the
right not to consider late application in the respective semester
To be eligible for the granting of the exit award students will be required to quit the
honours degree programme of study Re-admission of students who have obtained the
exit award to the same programme of study is not automatic and will be considered
only under exceptional circumstances
1312 Guidelines for Award Classification
13121 Honours Degree Award Classification
This section is applicable to students who have fulfilled the requirements for
Honours Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
19
Classification Guidelines
1st Class
Honours
The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered by
the programme
2nd Class
Honours
(Division 1)
The student has reached a standard of performance attainment
which is more than satisfactory but less than outstanding
2nd Class
Honours
(Division 2)
The student has reached a standard of performance attainment
judged to be satisfactory and clearly higher than the ldquoessential
minimumrdquo required for graduation
3rd Class
Honours
The student has attained the ldquoessential minimumrdquo required for
graduation at a standard ranging from just adequate to just
satisfactory
Under exceptional circumstances a student who has completed an Honours degree
programme but has not attained Honours standard may be awarded a Pass-without-
Honours degree A Pass-without-Honours degree award will be recommended
when the student has demonstrated a level of final attainment which is below the
ldquoessential minimumrdquo required for graduation with Honours from the programme in
question but when he she has nonetheless covered the prescribed work of the
programme in an adequate fashion while failing to show sufficient evidence of the
intellectual calibre expected of Honours Degree graduates A Pass-without-Honours
is an unclassified award but the award parchment will not include this specification
13122 Ordinary Degree Award Classification
This section is applicable to students who have fulfilled the exit award requirements
and are allowed to exit the programme of study for Ordinary Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
Classification Guidelines
Distinction The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered
by the programme
Credit The student has reached a standard of performance
attainment which is more than satisfactory but less than
outstanding
Pass The student has reached a standard of performance
attainment ranging from just adequate to satisfactory
20
1313 Appeals against Assessment Results
A student may appeal against the assessment results within 7 working days upon the
announcement of the results Any appeal should be directed to the Director of
SPEED in writing
Appeal against subject results may lead to a change in the subject grade which may
go upward or downward
1314 Academic Dishonesty and Disciplinary Actions
13141 For students who have been awarded a failure grade as a result of disciplinary action
a remark lsquorsquo will be recorded against the concerned subject failure grade denoting
ldquoDisqualification of result due to academic dishonestyrdquo The remark will appear on
the assessment result notification and transcript of studies until the students leave
the School
The remark will normally cover the following misconduct cases
cheating in assessment work tests or examinations
aiding academic dishonesty
plagiarism
violating rules governing the conduct of examinations that are related to possible
cheating
Students who have been recorded with the remark will also be subject to the penalty
of the lowering of award classification by one level upon graduation The minimum
of downgraded overall result will be kept at a pass
13142 Students who have committed disciplinary offences (covering both academic and
non-academic related matters) will be put on ldquodisciplinary probationrdquo normally for
one year and this will be shown on assessment result notification transcript of
studies and testimonial during the probation period until their leaving the School
For special cases which warrant heavier penalty the CPCE Student Discipline
Committee may specify a longer probation period
Students who have been put on disciplinary probation will be deprived of certain
privileges
13143 Other penalties may also be imposed on students who have committed academic
dishonesty and or disciplinary offences Details are specified on the SPEED
Student Handbook
1315 Exceptional Circumstances
Absence from an assessment component
If a student is unable to complete all the assessment components of a subject due to
illness or other circumstances beyond his her control and considered by the SARP
as legitimate the SARP will determine whether the student will have to complete
21
the assessment and if so by what means
Aegrotat award
If a student is unable to complete the requirements of the programme in question for
the award due to very serious illness or other very special circumstances which are
beyond his her control and considered by the BoE as legitimate CPCE will
determine whether the student will be granted an aegrotat award Aegrotat award
will be granted under very exceptional circumstances
A student who has been offered an aegrotat award shall have the right to opt either
to accept such an award or request to be assessed on another occasion to be
stipulated by the BoE the studentrsquos exercise of this option shall be irrevocable
The acceptance of an aegrotat award by a student shall disqualify him her from any
subsequent assessment for the same award
An aegrotat award shall normally not be classified and the award parchment shall
not state that it is an aegrotat award However the BoE may determine whether the
award should be classified provided that they have adequate information on other
studentsrsquo academic performance
Other particular circumstances
A studentrsquos particular circumstances may influence the procedures for assessment
but not the standard of performance expected in assessment
1316 Other Regulations
Students of the Bachelor of Arts (Honours) in Bilingual Studies are bound by all
other regulations of PolyU PolyU SPEED
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION
Students will be allowed to take additional subjects for broadening purpose in the
semester after they fulfil the graduation requirements However students will still
be subject to the maximum study load of 21 credits per semester and the availability
of places in the subjects concerned and their enrolment will be as subject-based
students only
After a student fulfils the graduation requirements in a semester he she may
continue to enrol as a subject-based student in the following semester only In the
case when the Summer Term is mandatory for all students of a programme students
who have fulfilled the graduation requirements in Semester 2 will be allowed to take
additional subjects in Semester 1 of the following academic year and not necessarily
during the Summer Term These students will be subject-based students only and
cannot use the results of the additional subjects to improve their GPA or Award GPA
Section Two
Subject Description Forms of
Discipline Specific Requirements
Subjects
Information on GUR subjects is available on the Student Portal (wwwspeed-
polyueduhkmySPEED)
22
Subject Code
SPD3189
Subject Title
Translation for the Workplace
Credit Value
3
Level
3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This course aims to equip students with skills in translating different
documents in the workplace from English to Chinese and vice versa
The main purposes are to enable students to understand the
translation theories and skills and be able to apply them in the
translation of workplace texts
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the general translation theories
b identify the formats of different workplace texts and
c apply the translation theories and skills in rendering different
workplace texts
Subject Synopsis
Indicative Syllabus
Translation theories strategies and skills
Translation process Peter Newmarkrsquos Semantic Translation and
Communicative Translation Yan Fursquos translation theories Xin Da
and Ya Formal Equivalence and Functional Equivalence
transliteration literal translation liberal translation addition
omission repetition rearrangement of words and expressions the
importance of context collocation and connotation and translation
of idioms and numbers
Formats of different workplace texts
Formats of different workplace texts such as notices official letters
memos promotional materials and minutes
Application of theories in translating different workplace texts
Translation of the different workplace texts mentioned above and
discussion of good and bad examples
TeachingLearning
Methodology
Lectures should focus on translation theories and skills formats of
workplace texts and application of theories with in-class discussion
and practice
Tutorials are used to discuss studentsrsquo performance in assignments
and group presentations Good and bad examples are shown to
facilitate studentsrsquo understanding of how a document should be
translated
23
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments 20
3 Group assignments 10
4 Class participation 10
Examination 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
吳尚智 顏婉雲 amp 江偉萍 (2005) 中英實務寫作與翻譯手冊 香
港香港城市大學
許建平 (2008) 研究生英語實用翻譯教程 北京 中國人民大學
出版社
References
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版社
李明 張新紅 amp 李克興編 (2003) 商務英語翻譯 英譯漢 北京
高等教育出版社
24
許建忠 (2002) 工商企業翻譯實務 北京 中國對外翻譯出版公
司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
周兆祥 amp 範志偉 (2004) 財經翻譯精要 香港 商務印書館
陸國強 (2013) 漢譯英常用表達式經典慣例 上海 上海外語教
育出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
25
Subject Code
SPD3260
Subject Title Analysis of Modern Chinese
Credit Value 3
Level 3
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help students to synthesise the concepts and
methodology they have accumulated in all the subjects in the
language and communication block in order to describe lexical
items phrases and sentence types of Modern Chinese systematically
Another purpose is to provide students with the necessary analytical
skills to recognise and compare regional varieties of Modern
Chinese especially in written genres Lastly this subject seeks to
enable students to apply the subject knowledge and generic skills
learned in this subject to other subjects on the programme and more
importantly in their future career in terms of both justifying their
understanding and to defend their interpretation of Chinese
sentences
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a apply the concepts of linguistics theories to describing and
analysing the structure meaning and actual usage of Modern
Chinese
b critically identify and evaluate variations in written Chinese
c develop critical and logical thinking through the application of
grammatical analysis of Modern Chinese and
d tackle intellectual problems from multiple perspectives
Subject Synopsis
Indicative Syllabus
1 Overview the formation of Modern Chinese
2 The sound system
3 The writing system(s)
4 Phrases and sentences
5 Words and word classes
6 Nominal structure
7 Subject-predicate structure
8 Verb-object and verb-complement structures
9 Serial verb construction
10 Passive and disposal constructions
11 Subordinative and coordinative structures
12 Regional varieties of Modern Chinese
26
TeachingLearning
Methodology
Lectures are conducted interactively and hands-on exercises are
provided for the students to apply their analytical skills to solving
problems in Chinese grammar All assignments are designed to
provide students with tasks that require the evaluation synthesis and
application of syntactical and morphological concepts and
approaches to the critical analysis and discussion of Chinese
language
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Assignment 30
2 Presentation 10
3 Written report 20
4 Take-home test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed by an assignment a presentation a written
report and a final test The assignment is designed to test the
studentsrsquo ability to apply grammatical concepts to describe evaluate
and analyse Chinese forms and patterns The presentation and the
written report are for students to evaluate the literature critically and
to systematically analyse an issue in Standard Chinese The take-
home test is a summative assessment on important contents of the
subject
Student Study
Effort Expected
Class contact
Lectures 39 Hrs
Other student study effort
Library search 39 Hrs
Reading lecture notes and reference 39 Hrs
Total student study effort 117 Hrs
27
Reading List and
References Recommended Books References
曹煒 2004《現代漢語詞匯研究》北京北京大學出版社
鄧思穎 2010《形式漢語句法學》上海上海教育出版社
符淮青 2011《現代漢語詞彙》香港 商務印書館(香港)有
限公司
葛本儀 2001《現代漢語詞彙學》濟南山東人民出版社
郭銳2002《現代漢語詞類研究》北京商務印書館
胡明揚 1996《詞類問題考察》北京北京語言學院出版社
李家樹陳遠止謝耀基 1999《漢語綜述》香港香港大學
出版社
劉叔新 2005 《漢語描寫詞匯學》(重排本)北京商務印書
館
陸儉明沈陽 2004《漢語和漢語研究十五講》(第二版)北
京北京大學出版社
呂叔湘等著 2010《語法研究入門》(第五版)北京商務印
書館
馬真 1997《簡明實用漢語語法教程》北京北京大學出版
社
人民教育出版社中學語文室 1984《中學教學語法系統提要》
(試用)
邵敬敏主編 2007《現代漢語通論》(第二版)上海上海教
育出版社
邢福義 1998《漢語語法學》長春東北師範大學出版社
邢福義 2001《漢語複句研究》北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
28
Subject
Code
SPD3261
Subject
Title
Introduction to Bilingual Studies
Credit
Value
3
Level 3
Medium of
Instruction
English and Chinese
Pre-
requisite
Co-
requisite
Exclusion
Nil
Objectives
This subject provides an introduction to bilingual studies covering the three
major sub-areas of the programme namely linguistics translation amp
interpreting and bilingual communication It also provides a schema as to
how these three sub-areas work together under the overarching area of
bilingual studies Lastly it puts bilingual studies in the language context of
Chinese and English and the community context of Hong Kong
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a have a general grasp of bilingual studies
b have an understanding of the three sub-areas of bilingual studies
namely linguistics translation amp interpreting and bilingual
communication
c embark on deeper and more concrete studies in the 3 sub-areas
d apply the general principles of bilingual studies to the Chinese-English
context
e apply Chinese-English bilingual studies to Hong Kong and
linguistically similar communities
Subject
Synopsis
Indicative
Syllabus
1 Language
a What is language
b Analysing Language
c Language in Society
d Languages in the World
2 Bilingualism in linguistics and beyond
a Bilinguality
b Societal bilingualism
c Bilingualism and biculturalism
3 Translation and interpreting
a Bridging two worlds
b Translation
c Interpreting
4 Bilingual communication
a Language switch by a bilingual
29
b Language choice in a bilingual community
c Relation between two language varieties
5 Chinese-English bilingual studies
a English as a world language
b Varieties of Chinese
c Hong Kong as an arena
Teaching
Learning
Methodolo
gy
In addition to face-to-face lectures and small group tutorials online
discussions (via Moodle E-learning System) and other computer-assisted
teaching methods will also be used with the help of multimedia (audio and
video) teaching materials Assignments closely related to the real-life use of
language will be given to help student solve language problems
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Take-home
exercises 5
2 Test 1 40
3 Test 2 40
4 Group
project 15
Total 100
Continuous assessment items andor weighting may be adjusted by the subject lecturer
subject to the approval of the School Programme Committee
Two tests will be administered during the semester which will aim to test
the studentsrsquo mastery of basic linguistic knowledge and problem solving
skills In addition students will also be required to conduct research in
groups on a certain linguistic topic in order to further their understanding of
the subject knowledge
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Reading and on-line study 58 Hrs
Preparing for tests 20 Hrs
Group project 10 Hrs
Total student study effort 127 Hrs
30
Reading
List and
References
Recommended Book Reference
For part (a)
Fromkin V Rodman R and Hyams N (2013) An Introduction to
Language (10th ed) Boston WadsworthCengage Learning
For other parts
Relevant reading materials will be suggested and assigned from time-to-time
when they are deemed appropriate
31
Subject Code SPD3262
Subject Title Interpreting for the Professions
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to train students to undertake simple
interpreting tasks This subject aims to help students build a
foundation for the development of essential skills in interpreting
between English and Chinese and vice versa It also uses ample
examples to familiarise students with the principles recurrent issues
and difficulties in interpreting guiding them along from an
introduction to fundamental communication issues in interpreting
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a distinguish the differences between translation and interpreting
b analyse and paraphrase the meaning in the source language
c acquire the skills of active listening and concentration
d acquire fundamental techniques and strategies essential to
interpreting and
e be able to perform interpreting tasks on topics from general areas
Subject Synopsis
Indicative
Syllabus
1 Orientation
- interpreting vs translation
- development of interpreting
- functions and features of different forms of interpreting
- quality assessment of interpreting
2 Codes of ethics
- fidelity
- confidentiality
- impartiality
3 Fundamental skills for interpreting
- active listening
- memory retention
- comprehension
- paraphrasing
- delivery
4 Drills of interpreting
- sight translation
- liaison interpreting
- short consecutive interpreting
32
TeachingLearning
Methodology
The subject will be delivered on a step-by-step basis Trainings on
fundamental skills of interpreting such as listening memorising
paraphrasing and delivering will be given to students at different
learning stages depending on the progress of students Given the
skill-based nature of the subject students will undertake in classes a
number of exercises that are designed to train specific interpreting
skills usually after teacherrsquos demonstration Peer evaluation and self
critiques will be used in order to take learners further into the
concepts skills and techniques
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Quiz-1 10
2 Mid-term quiz 30
3 Quiz-2 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Assessments are conducted regularly on a progressive manner
Assessment criteria include accuracy of delivery cohesion of
delivery intelligibility of delivery clarity of delivery and class
participation
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises
outside class 39 Hrs
Reading lecture notes and doing
interpreting assignments 39 Hrs
Total student study effort 117 Hrs
33
Reading List and
References Recommended Books References
Gile Daniel (2009) Basic Concepts and Models for Interpreter and
Translator Training John Benjamins Publishing Company
Jones Roderick (1998) Conference Interpreting Explained
Manchester St Jerome Publishing
Mason Ian (1999) Dialogue Interpreting Ian Mason St Jerome
Publishing
周兆祥 (1999)《口譯的理論與實踐》商務印書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
34
Subject Code SPD3263
Subject Title Introduction to Bilingual Communication
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
In Hong Kong it is a common practice especially in the corporate world
that the same message has to be presented in the appropriate language to
readers andor audiences who are either Chinese monoglots or English
monoglots or Chinese-English bilinguals This mode of communication
is not a form of translation and interpretation because it does not involve
a source message Besides communicative norms vary across languages
and between monolingual and multilingual contexts In this age of
globalisation where corporate functions are often done in more than one
language and involve personnel from more than one culture bilingual
communication could be a key to success in the corporate world This
subject together with SPD4559 attempt to prepare students for this
mode of communication in the workplace Specifically the focus of this
subject is to develop in students a grip on the conceptual resources
related to bilingual communicative norms and the conduct and content of
bilingual communication especially its integrated form
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a come to grips with the norms and principles of conducting
language-mediated communication in an age of globalisation
multilingualism and multiculturalism
b develop a communicative sense concerning when and where
monolingual norms or bilingual norms be used
c have a general idea about linguistic varieties and how this concept
relates to bilingual communication in corporate contexts
d the impact of the global spread of bilingualism and globalisation on
corporate communication
e how the emergence of bilingual varieties of communication relate to
the aforementioned developments
35
Subject
Synopsis
Indicative
Syllabus
1 conceptual resources underpinning an understanding of bilingual amp
cross-cultural communication
2 conduct amp content of bilingual communication
3 code choice in corporate communication in multilingual
metropolises
4 cross-lingual variation in communicative norms
5 bilingual mode of oral amp written communications in the private
sector
Teaching
Learning
Methodology
Matter that provides a conceptual grounding for the subject will be
delivered in a number of lectures Attempts to develop studentsrsquo grip of
these concepts will be made via in-class exercises
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks~
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 In-class written
exercises 25
2 In-class oral
exercises 25
3 Quiz 20
4 Subject report 20
5 Attendance amp
participation 10 NA
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Practices and Exercises 35 Hrs
Reading and Writing 35 Hrs
36
Total student study effort 109 Hrs
37
Reading List
and References Recommended (Introductory)
Bilbow G T (1996) Business speaking for Hong Kong Hong Kong
Longman Asia Ltd
Coastal Training Technologies Corporation (2002) Communications
intelligence Business etiquette Carlsbad CA CRM Learning
Luke K K amp Theodossia-Soula P (Eds) (2002) Eds Telephone
calls Unity and diversity in conversational structure across languages
and cultures Amsterdam J Benjamins
Marconi J (2004) Public relations The complete guide Singapore
Thomson
Schultz M Hatch M J amp Larsen M H (Eds) (2000) The
expressive organisation Linking identity reputation amp the corporate
brand Oxford Oxford University Press
Scholte J A (2000) Globalisation A critical introduction
Basingstoke Macmillan
Recommended (Advanced)
Gudykunst W B (2004) Bridging differences Effective intergroup
communication (4th
ed) Thousand Oaks California Sage Publications
Hofstede G (2001) Cultures consequences Comparing values
behaviors institutions and organisations across nations (2nd
ed)
Thousand Oaks California Sage Publications
Hofstede G Hofstede G J amp Minkov M (2010) Cultures and
organisations Software of the mind (3rd
ed) New York McGraw-Hill
References
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
中文資料
中國社科院語言研究所詞典編輯室 (2012) 現代漢語詞典 香港商
務印書館(香港)有限公司
中國社會科學院語言研究所 (2011) 新華字典 北京 商務印書館
吳光華主編 (2003) 新漢英辭典 上海 上海交通大学出版社
徐斌主編 (2003) 現代應用文寫作全書 西安 三秦出版社
張立民等編 (1994) 英漢對照應用文大全 南京 江蘇科學技術出版
社
楊正寬 (2002) 應用文 臺北 楊智文化事業股份有限公司
38
劉俊平 (2014) 應用文實戰手冊 先修班 臺北 三民書局股份有限
公司
蔣磊 (2000) 英汉習語的文化觀照与對比 荊州 武汉大学出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
39
Subject Code SPD3270
Subject Title Analysis of English
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject has the aim of acquainting the students with the structural
properties of the English language in a systematic way Context-related
properties will also be discussed so as to enable students to understand
the internal structures of the language through its use in real life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a demonstrate understanding of the basic structures of English and
their formation processes
b demonstrate that they grasp the basic techniques in segmenting and
representing the major structural patterns in English
c generalise and apply such knowledge and skills to the analysis of
newly-encountered English data
d develop critical and logical thinking
Subject
Synopsis
Indicative
Syllabus
1 Lexical Aspects
- Words and lexemes word categories
- Analysing English words base stem root affix morpheme and
its realisations inflection and derivation
- Word formation processes in English
2 Sentential Aspects
- Categories and structures of sentences clauses and phrases
- Phrases and their main characteristics head and dependents NP
DP AdjP AdvP PP VP
- Inflectional forms of verbs tense aspect mood
- Canonical and non-canonical clauses subject predicate
predicator object complement adjunct
- Sentence patterns and their graphic representations
Teaching
Learning
Methodology
This subject diverges from traditional approaches because it adopts a
data-driven context-oriented perspective in analysing the structural
properties of English
40
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Test-1 20
2 Test-2 20
3 Test-3 20
4 Final test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed through four tests which will assess the studentsrsquo
understanding of the grammatical theories taught and their ability to
apply such knowledge to the analysis of authentic English data
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 80 Hrs
Total student study effort 119 Hrs
Reading List
and References
Main Textbook
Huddleston Rodney and Geoffrey K Pullum (2005) A Students
Introduction to English Grammar Cambridge University Press
References for Further Study
Burridge Kate and Jean Mulder (1998) English in Australia and New
Zealand Oxford University Press
Carter Ronald Rebecca Hughes and Michael McCarthy (2000)
Exploring Grammar in Context Cambridge University Press
Coates Richard (1999) Word Structure Routledge
Gelderen Elly van (2010) An introduction to the grammar of English
41
John Benjamins Publishing Company
Leech Geoffrey and Jan Svartvik (2002) A Communicative Grammar of
English [The Third Edition] Longman
McCrum Robert William Cran and Robert MacNeil (2003) The Story
of English [The Third Edition] Penguin Books
Tallerman Maggie (2015) Understanding Syntax [The Fourth Edition]
New York RoutledgeTaylor amp Francis Group
Yule George (1998) Explaining English Grammar Oxford University
Press
陸國強 (1999)《現代英語詞彙學 ( 新版 )》 [Modern English
Lexicology the Revised Edition]上海外語教育出版社
章振邦 (1997) 《新編英語語法》(A New English Grammar) 上海外
語教育出版社第三版
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
42
Subject Code SPD4553
Subject Title English for Chinese Cultural Themes
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives To fulfil the English part of the Discipline-Specific Language
Requirement (DSLR) of the University by brushing up the use of
English for Chinese cultural themes
Intended Learning
Outcomes
Students are expected to be able to
a explain key features of Chinese culture in English
b use English as an effective tool for communication on various
Chinese cultural themes (eg traditional Chinese art literature
and philosophy)
c have an informed understanding of such communication
Subject Synopsis
Indicative
Syllabus
1 Principles for expressing in English Chinese culture loaded ideas
11 Fidelity vs recipient-friendliness
12 Means of re-presentation
121 Paraphrase
122 Annotation
123 Interpretation
124 Translation
125 Other means
2 Romanisation for Chinese and its pronunciation in English
21 Wade-Giles transliteration system
22 Mandarin Romanisation
23 Cantonese Romanisation
24 Pronunciation in English
3 Chinese-English glossaries in select areas
31 Chinese philology
32 Chinese society and politics
33 Chinese art and literature
34 Chinese religion
35 Chinese philosophy
36 Other areas
4 Essay-writing in the above select areas
43
TeachingLearning
Methodology
The subject will be conducted in highly interactive seminars so that
major Chinese issues and cross-cultural issues will be sufficiently
addressed In order to well expound the essential principles of the
subject (eg paraphrase interpretation annotation etc) case studies
and hands-on work will be supplemented under guidance of the
teacher whereas the assignments and in-class tests are designed to
encourage studentsrsquo active participation as well as to help develop
their critical thinking and writing ability
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Oral presentation 20
2 Essay writing
35
3 Attendance amp
class
participation
5
4 In-class tests 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 78 Hrs
Total student study effort 117 Hrs
Reading List and
References Main Readings
Chao YR 1969 ldquoDimension of Fidelity in Translation With Special
Reference to Chineserdquo Harvard Journal of Asiatic Studies 29 109-
130
Chao YR 1956 ldquoChinese Terms of Addressrdquo Linguistic Society of
America 32 (1) 217-241
Deeney John J 1995 ldquoTranscription Romanisation
Transliterationrdquo in Chan Sin-wai amp David E Pollard eds An
44
Encyclopedia of Translation Hong Kong Chinese University Press
1085-1107
Jin Di amp Nida Eugene 1984 On Translation Beijing China
Translation amp Publishing Corporation
Zhang Longxi 2010 ldquoThe Complexity of Differences Individual
Cultural and Cross-Culturalrdquo Interdisciplinary Science Reviews
35(3-4) 341-252
References for Further Study
Chan Wing-tsit 1973 A Source Book in Chinese Philosophy (4th
printing) Princeton Princeton University Press
Hodge B amp Kam Louie 1998 The Politics of Chinese Language
and Culture The Art of Reading Dragons New YorkLondon
Routledge
Introductions to Chinese Culture (30 vols) Cambridge amp New York
Cambridge University Press 2011
Kung-chuan Hsiao 1979 A History of Chinese Political Thought
New Jersey Princeton University Press
Quick References
DeFrancis John 2000 ABC Chinese-English Comprehensive
Dictionary Honolulu University of Hawaii Press
Hucker Charles O 1985 A Dictionary of Official Titles in Imperial
China Stanford Calif Stanford University Press
Kleeman Julie amp Yu Harry 2010 Oxford Chinese Dictionary
Oxford Oxford University Press
Journals
China Quarterly
China Journal
Early China
Journal of Chinese Religions
Journal of Chinese Studies
Modern China
Philosophy East amp West
Trsquooung Pao
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
45
46
Subject Code SPD4554
Subject Title Chinese and Bilingual Academic Inquiry
Credit Value 3
Level 4
Medium of
Instruction
Chinese (with English)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This subject aims to introduce students to the basic principles
strategies techniques and tools for Chinese and bilingual academic
inquiry and problem solving with emphasis on Chinese and bilingual
academic reading writing and information handling in support of
language-based academic and professional work This subject also
fulfils the Chinese part of the Discipline-Specific Language
Requirement (DSLR) of the University
Intended
Learning
Outcomes
Students are expected to be able to
a apply effective strategies and skills to academic reading and
writing in Chinese and bilingual contexts
b benefit from various resources both traditional and IT-oriented
for Chinese and bilingual academic inquiry
c evaluate select and deploy effectively IT tools for information
retrieval and data processing to support Chinese and bilingual
academic inquiry and problem solving
Subject Synopsis
Indicative
Syllabus
1 Orientation
- Language and culture
- Language and society
- Academic enquiry in a bilingual context
- To be academically inquisitive in a bilingual context
2 Intake of ideas in a bilingual context
- To read effectively
- Notes making as an aid to idea reception
3 Information handling in the bilingual context
- retrieval
- assessment
- classification and sorting
- further processing
4 Chinese and bilingual academic resources
- Traditional
- IT related
- Multi-media and hyper-media
47
5 IT tools for Chinese and bilingual information processing
- E-dictionaries and e-encyclopedias
- WWW and online library information retrieval
- Word-processing with the help of Microsoft Office
Teaching
Learning
Methodology
The subject will be conducted in interactive seminars supported with
computer-mediated demonstrations Class participation in the form of
continuous input by students will be encouraged to simulate problem
solving and solution enhancement environments
Online tutorial on academic integrity will facilitate studentsrsquo
self-learning at their own pace through a link within this subject
at moodlecpce-polyueduhk
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
method task
Weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Quiz 40
2 Homework 60
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed entirely through coursework consisting of two
quizzes and three pieces of homework Homework requires the
students to locate and solve a practical problem of academic inquiry
via making educated uses of whatever resources available The quizzes
are meant to consolidate the studentsrsquo basic understanding and skills in
Chinese and bilingual academic inquiry
Online Tutorial on Academic Integrity
To help students understand the importance of academic honesty and
learn ways to ensure that their work and behaviour at SPEED are
acceptable in this regard the Online tutorial on Academic Integrity is
included in this subject Students will need to complete the Tutorial
by Week 5 The Online Tutorial is part of the subject completion
requirement Students who fail to complete the Online Tutorial will
fail this subject
For students who have completed the Online Tutorial in another
subject they can be exempted from this requirement Proof of
48
completion (ie e-Certificate) is required
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Online tutorial on academic integrity 1 Hr
Readings and study 78 Hrs
Total student study effort 118 Hrs
Reading List and
References In Chinese (sorted in Pinyin)
费夫贺马尔坦 (李鸿志译) 《印刷书的诞生》 桂林 廣西師範
大學出版社 2007
羅樹寶 《說書 從獸骨到紙張的文字行旅》 台北 商周出版
2007
林玉山《工具書學概論》 廣州 廣東教育出版社 2004
王寧鄒曉麗 《工具書》 香港 和平圖書有限公司 2003
楊承運肖東發編 《北大學者談讀書》 北京圖書館出版社
2000
余嘉錫 (1884-1955) 《目录学发微 〈含古书通例〉》 北京 中
国人民大学出版社 2004
In English
Baez Benjamin and Boyles Deron The Politics of Inquiry Education
Research and the ldquoCulture of Sciencerdquo New York University of
New York Press 2009
Bergmann L S Academic Research and Writing Inquiry and
Argument in College Boston Longman 2010
Dunne M Pryor J and Yates P Becoming a Researcher A
Companion to the Research Process Maidenhead Open University
Press 2005
Flower L Learning to Rival A Literate Practice for Intercultural
Inquiry New Jersey Lawrence Erlbaum Associates Inc
Herring J E The Internet and Information skills A Guide for
Teachers and School Librarians London Facet Publishing 2004
Lester J D Writing Research Papers A Complete Guide (11th
ed)
New York Pearson Longman 2005
Long L and Long N Computers Information Technology in
Perspective Upper Saddle River Pearson Education Prentice Hall
2005
49
Lu Tonglin ldquoTransnationalism and Glocalisation in Chinese
Language and East Asian Cinemasrdquo China Review Vol 10 No 2
Fall 2010 1-14 (httpcupcuhkeduhkojsindexphpChinaReviewarticleviewFile24543404search= )
Lvovich N The Bilingual Self Inquiry into Language Learning
(PhD dissertation) Ohio Union Institute 1995
Nunan D and Choi Julie Language and Culture Reflective
Narratives and the Emergence of Identity New YorkLondon
Routledge 2010
Web Resources
中国语言文字网 httpwwwchina-languagegovcn
粵語審音配詞字庫
httphumanumartscuhkeduhkLexislexi-can
重編國語辭典修訂本
http1401113446newDictdictindexhtml
異體字字典 http140111140mainhtm
Chinese Character Dictionary汉字字典
httpwwwchinalanguagecomdictionariesccdict
《重訂標點符號手冊》修訂版與試用版內容對照表
httpwwwedutwfilessite_contentM0001haushioupdf
OneLook Dictionary Search httpwwwonelookcom
Online Dictionary for Library and Information Science
httplucomodlisaboutcfm
Google Scholar
httpscholargooglecom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
50
Subject Code SPD4557
Subject Title Integrated Study (Bilingual Studies)
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge
Indicative Area Subject Title
Bilingual Studies SPD3261 Introduction to Bilingual Studies
Translation amp
Interpreting SPD3189 Translation for the Workplace
SPD3262 Interpreting for the Professions
Linguistics SPD3260 Analysis of Modern Chinese
SPD3270 Analysis of English
Bilingual
Communication
SPD3263 Introduction to Bilingual
Communication
DSLR+
English SPD4553 English for Chinese Cultural
Themes
DSLR+
Chinese SPD4554 Chinese and Bilingual Academic
Inquiry +
Discipline-Specific Language Requirement subject
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject offers students an opportunity to integrate and apply
their language skills and knowledge of bilingual studies acquired on
the programme Students are expected to develop their critical
thinking skills by working independently to plan manage produce
and evaluate a detailed piece of work in one semester This subject
will provide studentsrsquo opportunities to evaluate and reflect critically
on their chosen area of study
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a identify a theoretical framework or model or practical problem
for investigation and study
b apply the language theories and knowledge of bilingual studies
acquired in the programme
c evaluate and reflect critically on the chosen topic and its
implications
d present findings recommendations andor results in a clear and
effective manner
51
Subject Synopsis
Indicative Syllabus
Students may choose to adopt different approaches for this
Integrated Study Some suggestions are as follows
1) Literature Review Approach students can discuss and analyse a
theoretical model or framework and conduct a critical review of
the literature in a particular area related to bilingual studies
OR
2) Practical Approach students can synthesise and apply what they
have learnt to manage a project based on an analysis of a
perceived need of a real business non-profit making
organisation
Other approaches are possible subject to the PEG approval
TeachingLearning
Methodology
A detailed project guideline will be provided to help the students
Each student will then be assigned to a supervisor who will provide
guidance throughout this project Specific consultation hours will
be arranged to facilitate students in this project Students are
required to develop and define a topic in consultation with the
supervisor submit a proposal and a progress report and at the end
submit a final report
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme Committee
The project will be assessed on the basis of proposal progress report
(including discussion and consultation with supervisor) and final
report
Assessment of proposal and progress report will focus on the
formative aspect of student performance and is appropriate for
intended outcomes 1 and 2 The final report accounts for 70 of
assessment and assessment is based on all four intended outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 100
1 Proposal 15
2 Progress report
(including discussion and
consultation with
supervisor)
15
3 Final report 70
Total 100
52
Student Study
Effort Expected Lecturer-student contact
Workshops 6 Hrs
Consultationsupervision 25 Hrs
Other student study effort
Self-study 120 Hrs
Total student study effort 1285 Hrs
Reading List and
References
References
Anderson J amp Poole ME (2002) Assignment and thesis writing
(4th
ed) Milton John Wiley amp Sons
Babbie E (2012) The practice of social research (13th
ed)
Cengage Learning
Bryman A (2011) Business research methods Oxford amp New
York Oxford University Press
Creswell J W (2007) Qualitative inquiry and research design
Choosing among five approaches (2nd
ed) Thousand Oaks CA
Sage Publications
Creswell J W (2008) Research design Qualitative
quantitative and mixed methods approaches (3rd
ed) Thousand
Oaks CA Sage Publications
Davis K A (1995) Qualitative theory and methods in applied
linguistics research TESOL Quarterly 29(3) 427-453
Doumlrnyei Z (2007) Research methods in applied linguistics
Oxford Oxford University Press
Doumlrnyei Z (2010) Questionnaires in second language research
Construction administration and processing (2nd
ed) New
York NY Routledge
Harmon C (2000) Using the internet online services and CD-
ROMs for writing research and term papers (2nd
ed) New York
amp London Neal-Schuman
Kumar R (2005) Research Methodology A step-by-step guide
for Beginners (2nd
ed) SAGE Publication
Merrigan G (2004) Communication Research Methods
Belmont CA WadsworthThomson Learning
Polonskey M J (2005) Designing and Managing a Research
53
Project A Business Studentrsquos Guide Thousand Oaks CA SAGE
Ruane J M (2005) Essentials of Research Methods A Guide to
Social Science Research Malden MA Blackwell
Silverman D (2013) Doing qualitative research A practical
handbook London SAGE
Zikmund W (2003) Business research methods (7th
ed) South-
Western of Thomson Learning
Additional papers and books relevant to the studentrsquos specific
project topic will be identified by the student or recommended by the
supervisor
54
Subject Code SPD3225
Subject Title Written English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build studentsrsquo competencies in
professional written English It is designed to enable students to
write in a crisp efficient professional style that gets the required
results by focusing on the readerrsquos needs and minimising any
chances of misunderstanding
Secondary objectives are to expand studentsrsquo range of language and
to improve accuracy tone and cohesion
Modern Professional Style will be analysed practised and mastered
to gain the benefits of precision of expression enhanced
relationships and accountability
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a analyse their readersrsquo needs and select information accordingly
b write concisely and without ambiguity of message
c create a positive impression through improved accuracy and
tone
d accomplish demanding writing tasks within desired timeframes
The above will include attention to and feedback on a range of
studentsrsquo written English skills
range of language
grammatical accuracy
organisation and coherence
toneappropriacy
55
Subject Synopsis
Indicative Syllabus
Part 1 Modern Professional Style for Email
Effective vs ineffective written communication
Being able to apply key principles and techniques of Plain English
Developing an awareness of the needs of the reader Critically
comparing the features of effective and ineffective written texts
Creating a reader-friendly document
Making key information stand out frontloading key information
using vertical lists and using parallel structure
Modern Professional Style
Using key principles and techniques such as conciseness and an
appropriate register (neutral style vs informal style)
Developing an appropriate tone
Creating a sincere professional image through vocabulary
selection grammatical voice and positive tone
Genre specific patterns
Recognising and applying appropriate patterns for a variety of
purposes particularly
Dealing with enquiries
Discussing and agreeing terms
Expressing dissatisfaction
Responding to customer problems
Linguistic range and accuracy
Being better able to select appropriate vocabulary and control
grammatical accuracy Being able to identify and correct common
errors in written texts
Part 2 Modern Professional Style for Reports
Applying the appropriate techniques from Part 1 to short reports
and proposals Being able to effectively select and organise relevant
information in order to write a well organised reader friendly report
or proposal
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the professional written English
Step 2 Students analyse texts and - with guidance - discover key
language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
56
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy tone
conciseness etc
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods tasks
weighting
Intended subject
learning outcomes
to be assessed
a b c d
Continuous Assessment 50
1 Communicating with
colleagues or customers 20
2 Short report or proposal 30
Examination (BULATS
Writing Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate in written English in a business
context The tasks also indirectly address in terms of content For
example the assessed tasks may require students to synthesise
business information from different functional units of an
enterprise discuss how best to deal with an ethical dilemma facing
an enterprise andor use their global outlook to decide the best way
to deal with a business-related communication task
Subject Intended Learning Outcomes (SILOs)
Each of the three assessment tasks allow the SILOs to be assessed
The assessed tasks are however different from each other in that
they elicit from students a range of relevant text types eg
responding to an enquiry expression dissatisfaction asking a
colleague for clarification writing a short marketing report etc
Each task is designed to elicit a representative sample of language
from which studentsrsquo range accuracy organisation coherence
and tone appropriacy can be assessed Task completion will also
be assessed written communication often has a specific objective
and whether or not a text achieves its objective needs to be
considered in awarding grades for communicative ability
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
57
Criteria and descriptors vary slightly between the formative tasks
and the BULATS Writing Test but the core underlying language
skills are very similar
Student Study
Effort Expected
Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Books References
Ashley A (2000) A handbook of commercial correspondence
Oxford Oxford University Press
Brock SL (2003) Better business writing techniques for
improving correspondence (4th
ed) Menlo Park CA Crisp
Learning
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Oxford
Macmillan
Bilbow Grahame T (2004) Business writing for Hong Kong (3rd
ed) Hong Kong Longman
Holt R D Grigor amp N Sampson (2004) Email International
business correspondence for all occasions Hong Kong
Macmillan
McCarthy M et al (2009) Grammar for business Cambridge
University Press
Mascull Bill (2010) Business vocabulary in use Advanced
Cambridge Cambridge University Press
Mascull Bill (2010) Business vocabulary in use Intermediate
Cambridge Cambridge University Press
Pile L (2004) E-mailing Addlestone UK DELTA Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
58
Subject Code SPD3226
Subject Title Spoken English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build a broad awareness of and develop
the spoken English communication skills that are increasingly
needed to achieve successful outcomes in a range of fairly
demanding work-related situations
This is a task-based subject in which students encounter a range of
simulated professional situations focussed on problem solving and
presentations The contexts are designed to provide opportunities to
introduce analyse and practise a range of functional language (eg
the language of negotiating options promising action clarifying
meaning etc) with particular attention to tone and register A
secondary objective is to expand studentsrsquo professional vocabulary
Intended Learning
Outcomes
On successfully completing this subject students will have the
language skills to be able to do the following in a professional and
appropriate manner
a establish a professional relationship in an appropriate manner
b contribute to and if necessary manage a problem-solving
meeting in a professional and appropriate manner
c present themselves their ideas and the products and services of
a company or organisation
d negotiate in a professional and appropriate manner
The above will include attention to and feedback on a range of
studentsrsquo spoken English skills
range of language
grammatical accuracy
pronunciationstressintonation
discourse management
interactive communication skills
59
Subject Synopsis
Indicative Syllabus
Communicating in Groups
Functional language for
contributing to meetings (eg asking for and giving opinions
dealing with interruptions clarifying etc)
managing meetings (eg setting objectives asking for
clarification keeping to the point summarising etc)
problem-solving (eg stating options balancing arguments
changing your approach etc)
decision making (eg making a suggestion expressing doubt
stating future action etc)
Presenting Persuasively
Functional language and communication techniques for
Laying solid foundations the start the finish signposting
Powerful techniques eg repetition rhetorical questions the
rule of three
Being positive and dramatic power words amp convincing
language storytelling and anecdotes
Handling questions paraphrasing questions answering
strategies
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the target language in realistic professional
contexts
Step 2 Students analyse audiovideo recordings and transcripts
and with guidance-discover key language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy pronunciation
etc
60
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
method tasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
50
1 Three- way problem-
solving discussion 25
2 Individual
presentation 25
Examination
(BULATS Speaking Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate more effectively and efficiently in
professional spoken English in a business context
Subject Intended Learning Outcomes (SILOs)
The three assessment tasks allow each of the 4 SILOs to be
assessed at least twice Each task is designed to elicit a
representative sample of language from which studentsrsquo range
accuracy discourse management pronunciation stress
intonation and interactive abilities can be assessed
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
Criteria and descriptors vary slightly from one assessed task to
another depending on the exact skill-set to be assessed but the core
underlying language skills are very similar
Student Study
Effort Expected Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
As this is a language skills subject it does not require extensive
academic reading but rather extensive exposure analysis and
practice Students may find the following sources useful
Recommended Books References
Allison J amp P Emmerson (2007) The business intermediate
studentrsquos book with DVD ROM Oxford Macmillan
Centre for Professional and Business English (2002) Business
61
English kit for HK executives common errors business writing
amp social English Hong Kong Economic Times
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Macmillan
Oxford UK
Mascull Bill (2002) Business vocabulary in use intermediate
Cambridge Cambridge University Press
Mascull Bill (2004) Business vocabulary in use Advanced
Cambridge Cambridge University Press
McCarthy M et al (2009) Grammar for business Cambridge
Cambridge University Press
Murphy R (2012) English grammar in use with answers A self-
study reference amp practice book for intermediate students of
English (4th
ed) Cambridge Cambridge University Press
Online Resources
General
BBC Learning English
wwwbbccoukworldservicelearningenglishgeneral
Presentations
Presentation Magazine wwwpresentationmagazinecom
PolyU ELC
httpelcpolyueduhkcillpresentationsordering_questionhtm
Podcasts
Business English Pod wwwbusinessenglishpodcom
English Pod wwwenglishpodcom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
62
Subject Code SPD4337
Subject Title English and Chinese in Contrast
Credit Value 3
Level 4
Medium of
Instruction
English (Chinese is used only when a Chinese term is referred to)
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Linguistic Knowledge in English and Chinese would be helpful for
deeper understanding of this course
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This is a comprehensive linguistic course highlighting the
differences between English and Chinese through a linguistic
study of both It aims to develop studentsrsquo awareness of the
contrastive linguistic differences and similarities in Chinese and
English With daily examples students should be able to identify and
analyse critically the structures and functions of these languages and
apply the subject knowledge to solve linguistic problems encountered
in professional and workplace discourses and in daily communication
situations This subject will also encourage studentsrsquo examination of
the intercultural linguistic difference between the east and the west as
well as the intra-cultural differences within the Greater China region
essential to translation and other integrated use of English and
Chinese for professional communication
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a recognise the significance of contrastive analysis in professional
communication
b develop an understanding of the linguistic differences and
similarities between Chinese and English
c identify and analyse critically the structures and functions of these
languages
d apply the subject knowledge to the explanation of linguistic
phenomena encountered in professional discourses and in day-to-
day communication situations
e examine the intercultural difference between the east and the west
as well as the intra-cultural differences within the Greater China
region linguistically essential to translation and other integrated
use of English and Chinese for professional communication
63
Subject Synopsis
Indicative
Syllabus
Overview of Contrastive Analysis
Introduction to contrastive analysis in linguistics function and
importance of contrastive analysis in linguistics evolution of and
philosophies behind the Chinese and English languages
Linguistic Differences and Similarities between Chinese and
English
Fundamental Linguistic characteristics of English and Chinese
contrastive study of English and Chinese phonetics and phonology
word formation morphology grammar syntax semantics
Cross-cultural Translation and Communication
Translation skills (order form structure) language of respect and
humanity face politeness conventional cognition of English and
Chinese
Teaching
Learning
Methodology
Lectures will introduce and explain the principles and various
approaches to contrastive language studies with specific reference to
examples drawn from the greater China region and the English-
speaking countries wherever appropriate and invite sharing of
observations through group discussion
Tutorials provide students the opportunity to deepen their
understanding of the concepts taught in lectures and to understand the
linguistic differences and similarities between Chinese and English as
well as cultural differences in Chinese and English through tutorial
exercises student presentations and group discussions
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d e
Continuous Assessment 60
1 Group project with
individual components 35
2 Mid-term test 15
3 Participation and in
class work 10
Examination 40
Total 100
64
Student Study
Effort Expected Class contact
Lecture 26 Hrs
Tutorial 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
Yule G (2010) The study of language (4th
ed) UK Cambridge
University Press
潘文國 (2013) 漢英語言對比概論 北京 商務印書館
References
Chen D (2011) Contrastive linguistics between Chinese and
English Beijing Foreign Language Teaching and Research Press
Hatim B (1997) Communication across cultures Translation theory
and contrastive text linguistics Exeter Exeter University Press
Nida E A (1993) Language culture and translating Shanghai
Shanghai Foreign Language Education
Snell-Hornby M (2001) Translation studies An integrated
approach Amsterdam John Benjamins
何善芬 (2002) 英漢語言對比研究 上海 上海外語敎育出版社
卉君 (1993) 漢語基本知識 香港 商務印書館
黃伯榮 amp 廖序東 (2011) 現代漢語 北京 高等教育出版社
金惠康 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
李德津 amp 程美珍 (2008) 外國人使用漢語語法 (修訂本) 北京
北京語言大學出版社
蕭立明 (2010) 英漢比較硏究與翻譯 上海 上海外語敎育出版
社
陳定安 (1997) 英漢比較與翻譯 香港 商務印書館
王武興 (2003) 英漢語言對比與翻譯 北京 北京大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
65
Subject Code SPD4346
Subject Title Translation for the Media
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Basic knowledge in SPD3189 Translation for the Workplace or
equivalent
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject introduces to the students the features and practices of
the media industry in Hong Kong and important concepts and
techniques in the translation of media documents including news
reports magazine articles web pages etc It provides sufficient
practice to help students acquire hands-on experience and essential
skills to develop expertise in media translation
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the features and practices of the media industry in Hong
Kong
b analyse different formats and styles of English and Chinese
media texts and
c form and apply appropriate approaches and strategies for
translation tasks of different media texts
Subject Synopsis
Indicative Syllabus
Features and Practices of Media Industry in Hong Kong
Todayrsquos media Functions of the mass media Fundamental
considerations of media translation Tasks of a media translator
Characteristics of Media Language
Nature of media language Semantic level Syntactic level Rhetoric
level Features of English and Chinese media writings
Translation Skills Approaches and Strategies for Media
Documents
Transliteration literal translation liberal translation and combined
translation Addition omission repetition reversion and
rearrangement of words and expressions Balance of accuracy
fluency and expressiveness Adapting editing and re-writing texts
Translation for Printed Media
Translation strategies and approaches for different types of printed
media writings including news reports magazine articles editorials
etc
66
Translation for Electronic Media
Translation strategies and approaches for different types of
electronic media writings including TV and radio broadcast
internet etc
TeachingLearning
Methodology
Lectures focus on the introduction and explanation of translation
theories and concepts with specific reference to different media
documents wherever appropriate Group discussions are arranged
regularly Tutorials provide students with the opportunity to deepen
their understanding of the concepts taught in lectures and to apply
the theories in practice The activities in tutorials normally include
discussion practice and presentation related to both the source text
and the target text of media documents
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments (eg
test reflective journal case
study)
20
3 Group assignments (eg
project report research
paper)
10
4 Class participation 10
Examination 40
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
67
Reading List and
References
Recommended Textbook
There is no prescribed textbook This is a dynamic course which
mainly involves current media documents in Hong Kong Lecture
summary and supplementary notes may be distributed from time to
time
References
Ho W K (2001) Media translating In An Encyclopedia of
Translation Chinese-English eds Chan Sin-wai amp David E
Pollard (pp 651 ndash 657) Hong Kong The Chinese University Press
Itule BD amp Anderson DA (2007) News writing and reporting
for todayrsquos media (7th
ed) New York McGraw Hill
McLoughlin L (2000) The language of magazines London
Routledge
Reah D (2002) The language of newspapers (2nd
ed) London
Routledge
朱伊革 (2007) 英語新聞的語言特點與翻譯 上海 上海交通大
學出版社
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版
金惠香 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
康照祥 (2005) 媒體識讀 臺北 揚智文化
端木義萬 (2000) 傳媒英語研究 北京 中國社會科學出版社
廖柏森 (2007) 新聞英文 閱讀與翻譯技巧 臺北 眾文圖書公
司
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
賴蘭香 (2012) 傳媒中文寫作 香港 中華書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
68
Subject Code SPD4468
Subject Title Writing for Marketing and Public Relations Purposes in English
Credit Value 3
Level 4
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Marketing Management and Public Relations
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject stresses the importance for marketing and PR
professionals to communicate effectively to their target audiences
It equips students with the essential conceptual and analytical skills to
enable them to write a range of effective marketing and PR materials in
English which observe common textual conventions used by
professional marketing and PR writers
The primary focus is on creating effective advertisingpromotional
copy and effective media releases as these are the most common ways
of reaching a target audience Students will also become acquainted
with other text types including backgrounders brochures and broadcast
scripts
Recent technological changes are covered to give students an
understanding of how technology has impacted written communication
skills in the marketing and PR industries
Intended
Learning
Outcomes
Upon successful completion of this subject students will be able to
a identify the intended public and the nature of various media in
planning and writing marketing and PR text
b apply marketing and public relations writing skills to produce
effective promotionaladvertising copy and press releases that reach
their target audience with the desired effect
c recognise and understand legal and ethical problems associated
with marketing and public relations writing and adjust writing style
to avoid these and
d proofread a range of marketing and public relations texts to
improve accuracy by identifying a range of common grammatical
errors
69
Subject
Synopsis
Indicative
Syllabus
The subject develops studentsrsquo awareness of how a range of effective
marketing and PR texts are constructed and helps them develop their
own professional writing skills to produce texts with similar features
It uses genre analysis to analyse the lsquomovesrsquo used by effective
marketing and PR writers in a range of markets and media and
provides many opportunities for students to produce and critically
evaluate their own texts
PART 1 Before you Start Writinghellip
a) Setting communication objectives
Adopting a problem-solution mindset
Defining your target audience
Defining what you want your writing to achieve
b) Considering legal and ethical issues
Defamation
Privacy
Inclusiveness
Gender-neutral writing
lsquoGreenwashrsquo
PART 2 Writing Copy that Sells
a) Key lsquomovesrsquo of successful promotionaladvertising texts
Getting the readerrsquos attention and holding it
Writing from the readerrsquos point of view
Putting human benefits before features
Identifying your USP
Establishing your credibility
Showing that the value exceeds the price
Telling the reader what to do next
Giving the reader a reason to act now
Creating a compelling headlinetagline
b) Critical evaluation of a range of authentic promotionaladvertising
texts in different media
c) Analysis of common linguistic errors in promotionaladvertising
texts written by Chinese L1 writers
PART 3 Writing Successful Media Releases
a) Key lsquomovesrsquo of successful media releases
Identifying a strong news angle
Getting the story into the lead paragraph
Adding high-impact quotes
Creating a compelling headline
Maintaining an objective and neutral tone
b) Critical evaluation of a range of authentic media releases
c) Analysis of common linguistic errors in media releases written by
Chinese L1 writers
70
Teaching
Learning
Methodology
The approach to teaching and learning will incorporate
a) guided discovery
b) skills development in focused tasks and
c) opportunities for students to demonstrate individually their
improved competence
Class time will focus on a discovery-based approach in which students
through guided analysis of model texts will critically evaluate a range
of successful (and occasional unsuccessful) marketing and public
relations copy to identify key features
Students will go on to develop their ability to incorporate these
features into their own writing apply their understanding by
synthesising a range of writing techniques and skills to produce
effective texts of their own in group and individual writing activities
There will be a balance between group work and individual
participation Group work will prepare students to work effectively
with other team members Individual writing tasks and other tasks will
develop a sense of personal responsibility for the quality of their own
communication
Students are expected to read widely on the subject The lecturer will
direct students to one or more specific articles that consolidate and
expand the skill(s) that have been covered that week Alternatively
students may be expected to read some of the theoretical material
before class and come to class already informed of key principles
There is no distinction between lectures and tutorials for this subject
71
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Final Examination 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to approval of the School Programme Committee
Student Study
Effort Expected
Class contact
Lessons 39 Hrs
Self-study and class preparation 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbook
The material is based on the work that the Centre for Professional and
Business English (CPBE) of PolyU carries out with organisations and
working adults in Hong Kong Students will receive the core course
material in two in CPBE-written modules
Part A Writing Copy that Sells
Part B Writing PR Copy
72
References
Aronson M Spetner D amp Ames C (2007) The Public Relations
Writers Handbook The Digital Age 2nd Edition San Francisco
JosseyBass
Bivins T H (2013) Public Relations Writing The Essentials of Style
and Format 8th
Edition McGraw-Hill
Bly RW (nd) The Fundamentals of Persuasive Writing Retrieved 15
December 2015 from wwwblycomPagesdocumentsTFOPWhtml
Farrall C and Lindsley M (2008) Professional English in Use
Marketing Cambridge Cambridge University Press
Harrington J (2015) RIP press releases hello integration and
goodbye PR Welcome to the future of our industry Retrieved 15
December 2015 from wwwprweekcomarticle1366952rip-press-
releases-hello-integration-goodbye-pr-welcome-future-industry
Hayden CJ (2009) Increase Your Signal-to-Noise Ratio Retrieved 15
December 2015 from wwwgetclientsnowcomsignal-to-noise-
ratiohtm
Makepeace C (2009) How to Create a Killer Ad Retrieved 15
December 2015 from
wwwmakepeacetotalpackagecomarchiveshow-to-create-a-killer-ad
Rich C (2012) Writing and Reporting News 7th ed Belmont
California Wadsworth
Ross K (2015) How to Write a Press Release in One Easy Lesson
Retrieved 15 December 2015 from wwwkayrosscompress-
releasehtml
Ross K (2015) Why Should I Visit Your Website - And Why Should I
Stick Around Retrieved 15 December 2015 from
wwwkayrosscomwhy-websitehtml
Schermerhorn M (2005) Writing Great Website Sales Copy
Retrieved 15 December 2015 from httpezinearticlescomWriting-
Great-Website-Sales-Copyampid=36763
Scott DM (2013) The New Rules of Marketing amp PR How to Use
Social Media Online Video Mobile Applications Blogs News
Releases and Viral Marketing to Reach Buyers Directly Hoboken NJ
John Wiley amp Sons
Smith R D (2008) Becoming a Public Relations Writer A Writing
Process Workbook for the Profession 3rd ed Routledge
73
Swain JW amp Swain KD (2014) Effective Writing in the Public
Sector Armonk USA Routledge
Whitaker W R Ramsey J E and Smith R D (2012) Media writing
print broadcast and public relations 4th ed New York Routledge
Wilcox D L (2012) Public Relations Writing and Media
Techniques 7th ed Pearson
Yopp J J and McAdams K (2014) Reaching Audiences a Guide to
Media Writing 6th ed Boston Allyn amp Bacon
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
74
Subject Code SPD4556
Subject Title Languages in Contemporary Societies
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to help the students to understand the
social nature of language to be keenly aware of the product and process
of languages in contact and cross-language influence in the accelerated
globalising society and to be able to apply the sociolinguistic knowledge
learned in class to analyse and evaluate language use in various social
and cultural contexts
Intended
Learning
Outcomes
Students are expected to be able to
a Articulate the social nature of language and the role of language in
both reflecting and constructing a speakers social identity
b Acquire acute awareness and understanding of the dynamics of
language variation and change in multilingual and multicultural
societies
c Appraise critically language-related issues and exercise critical
judgment in evaluating language use in various social and cultural
contexts
d Apply sociolinguistic knowledge to describe and explain the
phenomena of human interaction the students encounter
e enhance critical thinking in the course of study a theoretical subject
socio-linguistics
f enhance biliteracy and trilingualism by virtue of a deeper
understanding of language use in cosmopolitan multi-lingual cities
like Hong Kong
Subject
Synopsis
Indicative
Syllabus
1 Language and social identity
2 Bilingualism and diglossia
3 Societal multilingualism
4 Code-mixing and code-switching
5 Linguistic variation and change
6 Language culture and thought
7 Register genre and style
8 Language and internet development
9 New Media Literacy
75
Teaching
Learning
Methodology
Theory and practice will be fully integrated throughout the subject In
addition to the provision of key concepts of the subject and guidance on
applications highly interactive seminars are designed to encourage
active participation from the students in classroom discussion
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation 20
2 Quiz 20
3 Term paper 40
4 Class participation 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed by presentation quiz and term paper While
the quiz assesses the studentsrsquo grip of the subject matter of a general
nature the presentation and term paper will involve applying the
conceptual resources learned in the subject to describe critically
evaluate and explain some samples of language use in society Besides
the participation tutorial encourages the students to participate actively
in discussion and critically responds to the teacher and fellow classmates
in academic debates
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Supervised studies group work 35 Hrs
Library search fieldwork own research 35 Hrs
Total student study effort 109 Hrs
76
Reading List and
References Aitchison Jean and Diana M Lewis (ed) 2003 New Media
Language London Routledge
Auer Peter (ed) 2007 Style and Social Identities Alternative
Approaches to Linguistic Heterogeneity New York Mouton de
Gruyter
Bonvillain Nancy (2014) Language culture and communication
the meaning of messages [The Seventh Edition] Upper Saddle
River NJ Pearson
Claika Elaine 1994 Language The Social Mirror (3rd Ed) Heinle
amp Heinle
Deborah Tannen and Anna Marie Trester (ed) 2013 Discourse 20
language and new media Washington DC Georgetown University
Press
Eckert Penelope amp Sally McConnell-Ginet 2013 Language and
Gender [The Second Edition] Cambridge University Press
Fasold Ralph 1996 The Sociolinguistics of Language Oxford
Basil Blackwell
Holmes Janet 2013 An Introduction to Sociolinguistics [The
Fourth Edition] Longman
Wardhaugh Ronald (2015) An Introduction to Sociolinguistics
[The Seventh Edition] Chichester John Wiley amp Sons Inc
Stockwell Peter 2007 Sociolinguistics A Resource Book for
Students Routledge
教育部語言文字信息管理司組編《中國語言生活狀況報告》
2005 2006 2007 2008 2009 2011 北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
77
Subject Code SPD4558
Subject Title Applied Translation Studies
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to produce students who understand the factors
involved in communication across two languages who have an
awareness of the different levels of meaning in a text who can use this
awareness to evaluate both source texts and their translations who
have an awareness of basic issues concerning translation as a
profession It will also assist students to examine texts and analyse the
linguistic and sociolinguistic issues underlying communication across
cultures
Intended
Learning
Outcomes
Students are expected to be able to
a understand linguistic and cultural issues in translation
b analyse texts from the point of view of a translator
c identify translation problems in relation to syntax lexis function
and cultural issues to classify them and to find solutions
d translate texts of various types using appropriate strategies and
procedures
e become thinking translators
f students are expected to develop the ability of critical thinking and
cultural appreciation
Subject
Synopsis
Indicative
Syllabus
1 introduction- what translation studies does
2 science of translationmdashlinguistic approach to translation
3 dynamic equivalence
4 type reader translator strategy (functionalist approach)
5 text analysis in translation
6 translation procedures
7 translation of metaphor
8 translation of terminology
9 cultural issues in translation
10 multilingualism in a monolingual text
11 translation in the context of bilingualism and biculturalism
78
Teaching
Learning
Methodology
This subject will be conducted in lectures and seminars Assignments
will be designed to provide tasks which encourage and develop critical
analysis and evaluation as well as encourage and develop the
discussion of their own work and existing translations
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 One paper 80
2 Class
participation
amp paper-conducting
20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed in the form of essays describing
translation problems encountered by the students using theories learned
in class and readings and analyse existing translations
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Peter Newmark A Textbook of Translation (New York Prentice Hall
1988) Eugene A Nida ldquoDynamic Equivalence in Translationrdquo in An
Encyclopaedia of Translation (Hong Kong Chinese University Press
1995) pp223-230
Jin Di ldquoEquivalent Effect in Translationrdquo in An Encyclopaedia of
Translation (Hong Kong Chinese University Press 1995) pp231-234
Roman Jakobson ldquoOn Linguistic Aspects of Translationrdquo Theories of
Translation eds Rainer Schulte and John Biguenet (Chicago and
London University of Chicago Press 1993) pp 144-151
Marilyne Rose ldquoTranslation Types and Conventionsrdquo Translation
Spectrum ed Marilyne Rose (Albany State University of New York
Press 1981) pp31-40
Katharina Reiss ldquoText Types Translation Types and Translation
79
Assessmentrdquo Readings in Translation Theory ed Andrew Chesterman
(Helsinki Oy Finn Lectura Ab 1989) pp106-115
Juliane House ldquoTranslation Quality Assessmentrdquo Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 157-161
Christiane Nord Translation as a Purposeful Activity St Jerome
(1997)
Marrlyne Rose ldquoTime and Space in the Translation Process in
Translation Spectrum pp 1-7
Vinay amp Darkelnet ldquoTranslation Proceduresrdquo in Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 61-69
Jin Di amp Eugene Nida On Translation 中國對外翻譯出版公司
1984
JC Catford A Linguistic Theory of Translation Oxford Univ Press
1965
孫述宇金聖華《英譯中》香港中文大學校外進修部
1975
張培基等《英漢翻譯教程》上海瓦與教育出版社2007
譚載喜《新編奈達論翻譯》北京對外翻譯出版公司1999
劉靖之ldquo重神似不重形似rdquo《翻譯論集》(香港三聯書店
1989) pp1-15
羅新璋 ldquo我國自成體系的翻譯理論rdquo《翻譯論集》(香港商務
印書館1989) pp1-19
林語堂 ldquo論翻譯rdquo 《翻譯論集》(香港三聯書店1989)
pp32-47
趙元任ldquo論翻譯中信達雅的信的幅度rdquo《翻譯論集》(香
港三聯書店 1989)pp48-63
陳西瀅 ldquo論翻譯 rdquo《翻譯論集》(北京商務出版社
1989)pp 400-408
曾虛白ldquo翻譯中的神韻與達rdquo《翻譯論集》(北京商務出版
社 1989)pp 409-416
80
傅雷ldquo翻譯與臨畫 mdash《高老頭》重譯本序rdquo 《翻譯論集》(香
港三聯書店1989) pp 68-69
傅雷關於翻譯的通信《翻譯論集》(香港三聯書店1989)
pp 70-78
錢鍾書ldquo林紓的翻譯rdquo《翻譯論集》(香港三聯書店1989)
pp 302-332
黃宣範ldquo翻譯的語言基礎rdquo《翻譯與語意之間》(台北聯經出
版事業公司1993)pp217-242
《翻譯季刊》香港翻譯學會
《中國翻譯》中國翻譯者協會
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
81
Subject Code SPD4559
Subject Title Bilingual Communication Workshop
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The aim of this subject is to achieve better co-ordination and
integration for the learning of Chinese (including Putonghua) and
English among the students and to better prepare students for
professional environments where the two written codes and three
spoken languages will be either simultaneously interchangeably or
integratively used It is believed that such environments are the
norm in both the private and public sectors of Hong Kong and that
graduates from this programme will be expected to assume as
executives the role of linguistic brokers or intermediaries in these
environments
This subject focuses on enhancing studentsrsquo biliterate and trilingual
skills as well as integrated bilingual communication via a lsquolearning
by doingrsquo approach whereas SPD3263 focuses on developing
studentsrsquo grip on the conceptual resources related to bilingual
communicative norms and the conduct and content of bilingual
communication especially its integrated form
Intended Learning
Outcomes
Students are expected to be
a knowledgeable of the types and features of bilingual
communication in both the private and public sectors
b skilled in parallel drafting of documents in both Chinese and
English and in integrated forms of bilingual communication
c able to conduct a range of acts of verbal and non-verbal
communication such as speech opening amp closing
complimenting amp toasting informational probing amp querying
criticising amp self-defending in a professional manner in cross-
cultural and professional contexts
d bilingual norms of language-mediated communication
e communicative norms of inter-cultural communication
f rhetorical tasks involving queries critique ampor lobbying
82
Subject
Synopsis
Indicative
Syllabus
1 making amp defending a case in both Cantonese Putonghua amp
English
2 conducting parallel case documentation in both Chinese and
English
3 making queries in Cantonese Putonghua and English
4 conducting integrated bilingual communication
Teaching
Learning
Methodology
This subject will be conducted in a highly interactive workshop mode
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks~
weighting
Intended subject learning outcomes to
be assessed
a b c d e f
Continuous
Assessment
100
1 Three oral
exercises 55
2 Two written
exercises 35
3 Feedback
given as a
consultant^
10
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
As an advocate (25) as a fact-finder (10) as a critic (20)
^ Consultant is a role-play position in the simulated class exercises The role
of the consultant in class exercises is to offer helpful suggestions to other
players for improvement This part of assessment is a minor class work
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Guided Supervision 13 Hrs
Other student study effort
Preparation amp Practices 35 Hrs
Writing Exercises 35 Hrs
Total student study effort 109 Hrs
83
Reading List and
References References
Argenti P (2007) Corporate communication (4th
ed) New York
NY McGraw-HillIrwin
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
Chaney LH amp Martin JS (2014) Intercultural business
communication (6th ed) Upper Saddle River NJ PearsonPrentice
Hall
John Sinclair (Eds) (2011) Collins Cobuild English dictionary for
advanced learners Bishopbriggs Glasgow HarperCollins
Mascull B (2010) Business vocabulary in use Advanced (2nd
ed)
Cambridge Cambridge University Press
Mascull B (2010) Business vocabulary in use Intermediate (2nd
ed) Cambridge Cambridge University Press
中國社科院語言研究所詞典編輯室 (2016) 現代漢語詞典 香港
商務印書館
中國社會科學院語言研究所 (2011) 新華字典(第 11 版) 北京
商務印書館
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
香港理工大學中文及雙語學系 (2010) 理大實用中文寫作手冊
香港 香港理工大學中國語文教學中心
陸谷孫(2008)英漢大詞典 上海上海譯文出版社
經濟日報出版社 (2002) 中國商務應用文書手冊 香港 經濟日
報出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
84
Subject Code SPD4563
Subject Title Chinese Media in the Bilingual Context
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject presents and explores issues of bilingualism and
multiculturalism in Chinese media practice in the accelerated globalising
and pluralistic societies of today utilising conceptual resources from
bilingualism and discourse analysis The students are encouraged to
reflect and generalise the use of language and languages in media
discursive practice and to apply and extend their creative and critical
thinking capacity as well as their bilingual knowledge and skills through
analysing and practicing different media genres in Hong Kong and the
related Cultural China regions
Intended
Learning
Outcomes
Students are expected to be able to
a acquire a good understanding of the sociocultural and
sociolinguistic characteristics of Chinese media in Hong Kong and
its related Cultural China regions
b appraise critically language-related issues of media communication
in the accelerated globalising and digitalising world
c develop further bilingual knowledge and skills with an appropriate
usemix of signs styles and symbols for Chinese media production
in a pluralistic society
d develop critical and creative thinking via analysing and producing
different media products in Hong Kong and the related Cultural
China region
e develop integrated biliteracy and trilingualism with heightened
awareness and appreciation of the multilingual and multicultural
mix in Hong Kong and the related Cultural China regions
Subject
Synopsis
Indicative
Syllabus
1 Globalisation localisation and the development of Chinese media
2 Orality and literacy in Chinese media
3 New words and formation in Chinese media
4 Codemixing and codeswitching in Chinese media
5 Intertextuality and hybridity in Chinese media
6 Stylistic variations and changes in Chinese media
7 Signs and Symbols in Chinese media
8 Ideology and image transformation in Chinese media
85
Teaching
Learning
Methodology
The subject will be divided into lectures and seminars Lectures will
cover the major themes in the broadest form while seminars will
concentrate on the special topics andor case studies A combination of
various exercises including presentation class discussion and media
work production will be utilised to maximise the learning outcomes for
the students Tutorial sessions will be arranged to assist students to
complete their assignments satisfactorily
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e
Continuous
Assessment
100
1 Presentation 20
2 Class
participation 15
3 Media
production 45
4 Quiz 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Seminars 13 Hrs
Other student study effort
Readings amp Discussion 30 Hrs
Writing amp problem-solving tasks 50 Hrs
Total student study effort 119 Hrs
86
Reading List
and References
Baran Stanley J 2007 Introduction to Mass Communication Media
Literacy and Culture (Updated 4th ed) New York McGraw-Hill
Chan K J W Walls and D Hayward 2007 (ed) East-West
Identities Globalisation Localisation and Hybridisation Boston
Brill
Craig T J and R King 2002 Global Goes Local Popular Culture in
Asia Hong Kong Hong Kong University Press
Li David CS 1996 Issues of Bilingualism and Biculturalism A Hong
Kong Case Study New York Peter Lang
Lee CC JM Chan Z Pan and CY K So 2002 Global Media
Spectacle News War over Hong Kong New York State University of
New York Press
Machin D amp T V Leeuwen 2007 Global Media Discourse A
Critical Introduction New York Routledge
Meinhof U amp J Smith 2000 Intertextuality and the Media From
Genre to Everyday Life New York Manchester University Press
Wu D D (ed) 2008 Discourses of Cultural China in the Globalising
Age Hong Kong Hong Kong University Press
Lee Francis L F (2014) Talk radio the mainstream press and public
opinion in Hong Kong Hong Kong Hong Kong University Press
王建華主編 2006《資訊時代報刊語言跟蹤研究》杭州浙
江大學出版社
吳東英 許謙文 2000 方言變異還是語體變異 內地與香港娛
樂新聞的語篇差異分析《中國語文》第一期35-41頁
吳東英秦秀白吳柏基2004香港報刊語言口語化的表現形
式和功能《當代語言學》 第3期248-256頁
俞旭郭中實黃煜主編(1999)《新聞傳播與社會變遷》香
港中華書局
鄭慶君 2007《手機短信中的語言學》長沙湖南大學出版
社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
87
Subject Code SPD4564
Subject Title Classical Chinese for Today
Credit Value 3
Level 4
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help our student to break the language barrier that
prevents them to access the civilisation of Ancient China recorded in the
textual forms It enables students to acquire reading ability in Classical
Chinese by adopting the principled systematic approach devised by Wang
Li and his team at Peking University to the acquisition of Classical
Chinese on the part of undergraduate students The essence of this
approach is the division of teaching materials into three parts namely (1)
texts (2) basic vocabulary (3) grammatical patterns and relevant
knowledge with a strong sense of striking a balance between maximising
the utility of each of these three parts and integrating the three as far as
practicable
Intended
Learning
Outcomes
Students are expected to be able to
a acquire sufficient vocabulary to understand Classical Chinese
b acquire the basic grammatical features that are commonly found in
Classical Chinese
c make use of dictionaries and reference works that are instrumental
in studying Classical Chinese source material
d generalise and apply the knowledge acquired to comprehend newly-
encountered texts
e translate Classical Chinese into modern Chinese
f appreciate the historical developments of Chinese language
g relate the classical texts to the cultural historical philosophical and
social evolutions in China
h develop critical and logical thinking through learning Classical
Chinese in a systematic manner
i acquire life-long learning skills through the application of
dictionaries and reference works in the study
j enhance the appreciation of traditional Chinese civilisation
including culture history and philosophy
k identify the influences of traditional Chinese civilisation on the
contemporary world
l have a better sense of historic-national identity and responsibility
88
Subject
Synopsis
Indicative
Syllabus
A Selected Texts
1 Pose Zuozhuan (左傳) Mencius (孟子) Lunyu (論語)
Zhuangzi (莊子) Xunzi (荀子) Han Fei Zi (韓非子)
Zhanguoce (戰國策) Sun Zi (孫子兵法) Shiji (史記)
Hanshu (漢書)
2 Poem Shijing (詩經)Chuci (楚辭)Tangshi (唐詩)
Songci (宋詞)
B Vocabulary
1 The basic meanings and the extended meanings of the
lexical items found in the selected text
2 The synonyms and related words of the lexical items
3 The semantic change of the lexical items in the history of
Chinese language
C Grammatical features
1 Sentence types and their markers
2 Passive versus active sentences
3 Lexical categories Pronouns Connectives prepositions
adverbs and particles
4 The functional shift of lexical categories in Classical
Chinese
5 Word Order in Classical Chinese
D Relevant Knowledge
1 Major dictionaries and reference works in studying
Classical Chinese
2 The metrical patterns in poems and verses
3 The family names and personal names in Ancient China
4 The official titles Ancient China governments
5 The rituals and festivals of Ancient China
6 The astronomical calendar adopted in Ancient China
Teaching
Learning
Methodology
In addition to lectures provided by the subject teacher students will be
required to apply the taught skills to solve problems in understanding
Classical Chinese on their own Critical discussion on the different
commentaries and annotations of the selected texts will be held
Presentations on the socio-cultural aspects of Ancient China will also be
required
89
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes to be assessed
a b c d e f g h i j k l
Continuous
Assessment
50
Examination 50
Total 100
Continuous assessment items andor weighting may be adjusted by the subject
lecturer subject to the approval of the School Programme Committee
The subject will be assessed by assignments and examination The take-
home assignments assess the respective knowledge and skills for the subject
while the final examination assesses studentsrsquo vocabulary size
comprehension ability and translation skills of Classical Chinese
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self studies 60 Hrs
Course work (total 3) 9 Hrs
Total student study effort 108 Hrs
Reading
List and
References
王力主編2006《古代漢語》(校訂重排本)一至四冊北京中華
書局
張世祿2004《古代漢語教程》(修訂版)上下冊上海復旦大學
出版社
王力1984《談談學習古代漢語》濟南山東教育出版社
王力編2000《王力古漢語字典》北京中華書局
王政白1992《古漢語同義詞辨析》合肥黃山書社
楊伯峻何樂士2001《古漢語語法及其發展》(修訂本)北京
語文出版社
村夫向東1985《古漢語語法手冊》太原山西人民出版社
周振甫2004《怎樣學習古文》北京中華書局
張中行2007《文言津逮》北京中華書局
The Reading List and References are indicative Relevant reading materials
will be suggested and assigned from time-to-time when they are deemed
90
appropriate
91
Subject Code SPD4565
Subject Title Communications in Greater China
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
Greater China is a political plurality and is multicultural with policies
and practices of communications varying from polity to polity This
subject will provide students with a survey and understanding of the
social and media characteristics and the communicative norms that are
essential for interpreting evaluating and designing corporate
communication materials related to media relations in the region
Conceptual resources from global communication and cross-cultural
competence will be utilised with the hope to further develop the
studentsrsquo multilingual sensitivity and their multicultural competence
which should help them better adapt to their future professional life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a articulate the social systems and the characteristics of persuasive
communication in the Greater China region
b articulate the media systems and characteristics that are relevant
to media relations management in the region
c evaluate the appropriateness and effectiveness of the language for
persuasion in the region based on their acquired knowledge of the
communicative norms and variations within the region
d plan design and produce integrated materials for public
communication campaigns and managing publicity for the
corporation
e broaden outlooks with enhanced knowledge and understanding of
the linkages and differences in the Greater China region
f enhance biliteracy and trilingualism with heightened awareness
and performance in using different Chinese varieties and styles in
relation to the context of the region
Subject
Synopsis
Indicative
Syllabus
1 The emergence of the concept Greater China and its constituents
2 Governmental policies and practice of communications in Greater
China
3 Public opinions and corporate image management in Greater
China
4 External corporate communications in Greater China
interpersonal dimension
5 External corporate communications in Greater China media
systems and practice
92
Teaching
Learning
Methodology
In addition to attending lectures and tutorials students are provided with
tasks that require survey evaluation and comparison as well as practice
of various forms of corporate communication and of managing
interpersonal and media relations for the corporation in the region
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation
oral quiz 20
2 Problem set 40
3 Quiz 20
4 Participation
tutorial 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The presentation oral quiz allows the students to demonstrate their
understanding of lecture content and provides them with an opportunity
to deal with a special topic within the subject in depth The problem set
will involve applying the conceptual resources learned from the subject
to 1) critically evaluate and justify the suitability of persuasive
communication(s) in Greater China 2) critique the existing approaches
and construct an alternative model for persuasive communication in the
region andor 3) plan and design materials for effective public
communication campaigns in the region While the quiz assesses the
studentsrsquo grip of the subject matter of a general nature the students are
also encouraged to participate actively in class by discussing with their
fellow classmates in the QampA session after the presentation oral quiz
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and Discussion 35 Hrs
Writing and Problem-solving Tasks 35 Hrs
Total student study effort 109 Hrs
93
Reading List
and
References
Lu Xing Wenshan Jia and D Ray Heisey (ed) 2002 Chinese
Communication Studies Contexts and Comparisons Westport CT Ablex
Publishing
Miller Dan P amp Robert L Heath 2004 Responding to Crisis A Rhetorical
Approach to Crisis Communication Mahwah NJ Lawrence Erlbaum
Associates Publishers
Magala Slawomir (ed) 2005 Cross-cultural Competence London
Routledge
McPhail Tomas L 2006 Global Communication Theories Stakeholders
and Trends Malden MA Blackwell Publishing
Rawnsley Gary D and Ming-Yeh T Rawnsley (ed) 2003 Political
Communications in Greater China New York RoutledgeCurzon
Stiff James B and Paul A Mongeau 2003 Persuasive Communication
New York The Guiford Press
Wu Doreen D (ed) (2008) Discourses of Cultural China in the
Globalising Age Hong Kong Hong Kong University Press
Yu Bin (ed) 1996 Dynamics and Dilemma Mainland Taiwan and Hong
Kong in a Changing World New York Nova Science Publishers
陳國明主編 2004《中華傳播理論與原則》五南圖書出版股份有限
公司
胡泳ldquo在互聯網上營造公共領域rdquo《現代傳播》2010 年第 1 期
单业才编著 2007 《企业危机管理与媒体应对》北京 清華大學出
版社
林景新著 2009《网络危机管理》廣州暨南大學出版社
劉建明 2006 《新聞發布概論》北京 清華大學出版社
張海洋 2006《中國的多元文化與中國人的認同》民族出版社
翟學偉 1994 《面子 人情 關係網》河南人民出版社
翟学伟 2011 《中国人的脸面观 形式主义的心理动因与社会表
征》 北京大学出版社
朱海松 2010 《网络的破碎化传播传播的不确定性与复杂适应
性》中国市场出版社
單波石義彬劉學 2011《新闻传播学的跨文化转向》上海交通
94
大學出版社
石国亮 2012《新媒体时代公关案例》 研究出版社
黎佩兒 2012《香港傳媒-新聞自由與政治轉變》天地圖書出版
社
The Reading List and References are indicative Relevant reading materials will
be suggested and assigned from time-to-time when they are deemed appropriate
95
Subject Code SPD4566
Subject Title Consecutive Interpreting
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Pre-requisite SPD3262 Interpreting for the Professions
Objectives
This subject is designed to consolidate the basic interpreting skills
learnt in ldquoSPD3262 Interpreting for the Professionsrdquo and further
develop studentsrsquo interpreting abilities by training them to be able to
undertake consecutive interpreting (CI) tasks on general topics in
the workplace In this subject students will learn some essential CI
skills such as active listening note-taking and oral presentation to
behave professionally in CI Practice will focus on CI tasks on
various topics between Chinese (MandarinCantonese) and English
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a master the basic skills and strategies essential to CI
b recognise the specific requirements of an interpreting task
c make adequate preparation for a CI task
d apply CI to a wide variety of situational uses
e undertake interpreting tasks in the workplace
Subject Synopsis
Indicative Syllabus
1 Basic concepts of interpretation
Functions and features of different types of interpretation
Criteria for good interpretation
Professional ethics and practice
2 Skills for CI
Note-taking skills
Improvisation skills
Public speaking skills
Sight translation skills
TeachingLearning
Methodology
Classes will be conducted in a language laboratory in an interactive
mode Speech recordings on current affairs will be used in classes as
training materials to keep students updated on latest events to
widen their vocabulary and to enrich their repertoire of expressions
In addition audio and video recordings of professional interpreters
will be shown in order to expose learners to different interpreting
styles Students will also be asked to research on interpreting
assignments that cover a variety of topics on current local and
international issues Through class discussion students are guided to
develop self-evaluation and peer-evaluation skills
96
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Class
participation and
performance
10
2 Mid-term quiz 30
3 After-class
practice 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject adopts formative assessment method Specifically
students will be assessed through a series of quizzes in the course of
learning These quizzes will be conducted at different learning
stages to assess studentsrsquo performance under pressure and to
evaluate studentsrsquo progress of learning CI from Chinese (mainly
Cantonese) to English and English to Chinese (mainly Cantonese)
will carry equal weighting in the assessment
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises outside
class 39 Hrs
Reading lecture notes and doing interpreting
assignments 39 Hrs
Total student study effort 117 Hrs
Reading List and
References
Gentile Adolfo Uldis Ozolins amp Mary Vasilakakos 1996 Liaison
Interpreting A Handbook Melbourne Melbourne University Press
Gillies Andrew 2005 Note-taking for Consecutive Interpreting A
Short Course Manchester St Jerome Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
97
Subject Code SPD4568
Subject Title Translation for Business and Commerce
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to train students in the practice of translation for
business and commerce Students will be introduced to basic concepts
and principles relating to business and commercial translation
Through a variety of hands-on tasks students will acquire and apply
specific strategies and techniques to tackle translational problems in
various types of business and commercial texts Students will also
learn to think critically about ethical issues that professional
translators face in the industry
Intended Learning
Outcomes
At the end of the course students should be able to
a Reflect critically on basic concepts and principles relating to
business and commercial translation
b Identify specific strategies and techniques in solving
translational problems in business and commercial texts
c Apply the concepts principles strategies and techniques
acquired to the translation of various types of texts in the
business and commercial domain
Subject Synopsis
Indicative
Syllabus
1 the nature and function of business and commercial translation
2 basic concepts and principles
3 translating general business documents strategies and
techniques
4 translating technical financial documents strategies and
techniques
TeachingLearning
Methodology
This subject will be conducted in a highly interactive seminar mode
Lectures will be complemented by hands-on tasks and class
discussions Assignments will be designed to help learners apply the
knowledge acquired in class to practical translation work
98
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Assignment 1 25
2 Assignment 2 25
3 Assignment 3 25
4 Assignment 4 25
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Being a skill-oriented subject assessment is based primarily on
assignments and an end-of-semester class test
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References Brett Michael (2000) How to Read Financial Pages London Random
House
Downes J amp Goodman J E (2006) Barronrsquos Dictionary of Finance
and Investment Terms 7th edition New York Barronrsquos
Downes J amp Goodman J E (2003) Barronrsquos Finance amp Investment
Handbook New York Barronrsquos
周兆祥(2004)《財經翻譯精要》香港商務印書館
李德鳳(2007)《財經金融翻譯》香港香港大學出版社
白雲開 (2001)《21世紀商用中文書信寫作手冊》香港香港城
市大學出版社
張新紅李明 (2011)《商務英語翻譯》北京高等教育出版社
99
陳仕彬 (2003) 《金融翻譯技法》香港中文大學出版社
許建忠 (2003)《工商企業翻譯實務》香港中文大學出版社
方夢之毛忠明 (2008) 《英漢mdash漢英應用翻譯綜合教程》上
海上海外語教育出版社
李長栓 (2012) 《非文學翻譯理論與實踐》北京中國對外翻譯
出版公司
王恩冕 (2005) 《如何翻譯英語報刋經濟文章》北京對外經濟
貿易大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
3
7 PROGRAMME AIMS AND OUTCOMES
71 Aims of the Programme
The overarching aim of the programme is to build on the linguistic knowledge and skills
of graduates from relevant Associate Degree Higher Diploma programmes producing
knowledgeable Chinese-English bilinguals with a broad linguistic base who can
approach language and related cultural issues intellectually contribute to the
development of bilingual studies and apply their expertise to related professions in Hong
Kong and other cosmopolitan Chinese communities
72 Programme Intended Learning Outcomes
Graduates of the programme are expected to
(a) have a cultivated understanding of the academic disciplines that form the knowledge
foundation for a career closely related to bilingual studies
(b) have a broad linguistic base that forms the skills foundation for a career where
bilingual studies are applicable
(c) be equipped with sound knowledge of Chinese and English
(d) be equipped with good command of Chinese and English
(e) be able to analyse and solve problems relating to bilingual studies
(f) be able to develop critical thinking
(g) be able to cope with stringent demands in terms of ethics leadership etc made by
society and the professional world
73 Correlation between Programme Intended Learning Outcomes and Institutional Learning
Outcomes
The following table shows the correlation of the programme intended learning
outcomes and PolyUrsquos institutional learning outcomes at undergraduate degree level
Programme
Intended
Learning
Outcomes
Institutional Learning Outcomes for Undergraduate Degree
Competent
professional
Critical
thinker
Effective
communicator
Innovative
problem
solver
Lifelong
learner
Ethical
leader
a
b
c
d
e
f
g
4
8 ENTRANCE REQUIREMENTS
81 The minimum requirements for admission to the programme are
(a) Holders of an Associate Degree a Higher Diploma or equivalent qualification in
relevant disciplines awarded by recognised universities institutions
(b) Those who do not possess the above-mentioned qualifications but have reached
the age of 25 before 1 September in the year in which they seek admission may
apply as mature applicants Mature applicants should possess relevant working
experience in senior positions and have completed post-secondary studies in
related fields They will also be required to pass an admission test and
demonstrate to an Admission Interview Panel their ability to complete the
programme
82 Applicants who apply for admission with non-local qualifications are also required to
attain the following English language requirement
IELTS 60 or TOEFL 550 (paper based) 213 (computer based) 80 (Internet
based)
The above requirement may be exempted for applicants who have completed sub-
degree programmes or equivalent with English as the medium of instruction
9 CREDIT TRANSFER AND EXEMPTION
91 Credit Transfer
Students will be given credits for recognised previous study and the credits will be
counted towards meeting the requirements of the award Normally not more than
50 of the required number of credits for the academic award may be transferable
from approved institutions outside The Hong Kong Polytechnic University (PolyU)
For transfer of credits from programmes within the PolyU normally not more than
67 of the required credits for the award can be transferred In cases where both
types of credits are transferred not more than 50 of the required number of credits
for the award may be transferred Grades may or may not be given for the transferred
credits
The programme is an articulation degree programme Students normally will not be
given credit transfer for any required Cluster-Area Requirements (CAR) and Service-
Learning subjects under General University Requirements (GUR) and they must
complete at least 60 credits2 to be eligible for the award Students who have
completed comparable subjects at sub-degree studies may apply for exemption
Should exemption be granted students will be required to take other electives
(including free electives) to make up the total of 60 credits2 required
2 The minimum requirement of 60 credits does not include the Language and Communication
Requirements (LCR) subjects under GUR which are applicable to individual students
5
The granting of credit transfer is a matter of academic judgement In assessing the
transferability of subjects previously taken the syllabus of that subject should be
carefully scrutinised to ascertain that it is comparable to the curriculum of the
programme Other relevant information may also be required to ascertain the
academic standing of the institution offering the previous study Decision on granting
credit transfer lies with the School
For credit transfer of retaken subjects the grade attained in the last attempt should be
taken in the case of credit transfer with grade being carried over Students applying
for credit transfer for a subject taken in other institutions are required to declare that
the subject grade used for claiming credit transfer was attained in the last attempt of
the subject in their previous studies If a student fails in the last attempt of a retaken
subject no credit transfer should be granted despite the fact that the student may have
attained a pass grade for the subject in the earlier attempts
Students should not be granted credit transfer for a subject which they have attempted
and failed in their current study
The validity period of subject credits earned is 8 years starting from the year in which
the subject is completed (eg if the qualification credit was earned in 201617 the
validity period should count from 2017 for 8 years) Credits earned from previous
study should remain valid at the time when the student applies for transfer of credits
92 Exemption
Students may be granted exemption from taking certain subjects if they have
successfully completed similar subjects at a comparable level in other programmes
The credits associated with the exempted subjects will not be counted for satisfying
the credit requirements of the programme In such case students will be advised to
take other subjects to satisfy the credit requirements
10 CURRICULUM DESIGN
101 Outcome-based Curriculum
University education goes beyond merely mastering accumulation of factual
knowledge It is vital to develop studentsrsquo ability to solve problems and think
critically These focuses are translated from the initial programme objectives to the
teaching approaches and evaluation of student performance
The underpinning curriculum design principle for this programme is outcome-based
learning An outcome-based curriculum provides a rigorous and robust delineation of
the professional competence It also highlights the generic abilities that are
considered important for the graduates of this programme
Explicitly specified outcomes give a clear direction as to how teaching and assessment
6
should be planned aligned and carried out Ultimately this enhances coherence and
integration among subjects within the programme
In addition students are encouraged to take more responsibility for their own learning
in an outcome-based curriculum When learning outcomes are stated clearly students
are able to plan their own learning more effectively
102 Programme Structure
1021 The programme of study consists of at least 60 credits All students are also required to
complete a non-credit-bearing Work-Integrated Education component
(a) General University Requirements (GUR) (Minimum 9 credits)
Nature Details Credits
Language and
Communication
Requirements (LCR)
6 credits in English amp
3 credits in Chinese
(Students who have met the equivalent standard
of the undergraduate degree LCR will not be
required to take these credits Individual
students who are required to take LCR subjects
will be advised of the details before programme
commencement)
9
Cluster-Area
Requirements (CAR) One subject
with Chinese Reading amp
Writing Requirements and China Studies
Requirement embedded
One subject with English Reading amp
Writing Requirements embedded
3
3
Service-Learning (SL)
Free elective
Prior to the full implementation of SL
students may take a 3-credit free elective in
lieu of SL
3
The latest information on GUR subjects is available on the Student Portal (wwwspeed-polyueduhkmySPEED)
7
(b) Discipline Specific Requirements (DSR) (51 credits)
Indicative Area Subject Title Level
Compulsory Subjects (9 subjects 3 credits each)
Bilingual Studies SPD3261 Introduction to Bilingual Studies 3
Translation amp Interpreting
SPD3189 Translation for the Workplace 3
SPD3262 Interpreting for the Professions 3
Linguistics SPD3260 Analysis of Modern Chinese 3
SPD3270 Analysis of English 3
Bilingual Communication
SPD3263 Introduction to Bilingual Communication 3
DSLR English SPD4553 English for Chinese Cultural Themes 4
DSLR Chinese SPD4554 Chinese and Bilingual Academic Inquiry 4
Capstone SPD4557 Integrated Study (Bilingual Studies) 4
Elective Subjects^ (any 8 subjects 3 credits each at most 1 subject at Level 3)
English Language
SPD3225 Written English for Professionals 3
SPD3226 Spoken English for Professionals 3
SPD4468 Writing for Marketing and Public Relations Purposes in English
4
Linguistics
SPD4337 English and Chinese in Contrast 4
SPD4556 Languages in Contemporary Societies 4
SPD4564 Classical Chinese for Today 4
Translation amp Interpreting
SPD4346 Translation for the Media 4
SPD4558 Applied Translation Studies 4
SPD4566 Consecutive Interpreting 4
SPD4568 Translation for Business and Commerce 4
Bilingual Communication
SPD4559 Bilingual Communication Workshop 4
SPD4563 Chinese Media in the Bilingual Context 4
SPD4565 Communications in Greater China 4
Discipline-Specific Language Requirement subject
^ Offering of any elective subjects is subject to sufficient enrolment
(c) Work-Integrated Education (WIE) Requirement
WIE is a work-based learning experience which takes place in an organisational
context relevant to a studentrsquos future profession or career or the development of
generic skills that will be valuable in the studentrsquos future career development Going
beyond studying within campus it allows students to learn from the outside world yet
at the same time contribute to the industry and or community
Students of this programme are required to complete 300 hours of WIE during their
study period Relevant work experience accumulated during or after sub-degree studies
8
may be recognised for fulfilment of WIE
Students will be provided with the WIE guidelines and be advised of the procedures
for recognition of prior work experience at programme commencement
1022 Exit Award
Students who have completed the following requirements may apply to exit the
programme of study with an ordinary degree of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) GUR (minimum 9 credits)
(b) DSR
All compulsory subjects except ldquoSPD4557 Integrated Study (Bilingual
Studies)rdquo (24 credits)
Any 4 elective subjects with at least 3 subjects at Level 4 (12 credits)
(c) WIE (non-credit-bearing)
(d) Having a GPA of 20 or above
For details please refer to Section 13112
9
103 Recommended Progression Pattern
All students are required to undertake 5 subjects in each semester without intermission
in order to fulfil the study requirements within the 2-year normal duration of study
They are also required to complete 300 hours of Work-Integrated Education within their
study period
Year amp
Semester
Subject Code and Title Subject
Nature
Year 1
Sem 1
SPD3189 Translation for the Workplace C
SPD3261 Introduction to Bilingual Studies C
SPD3263 Introduction to Bilingual Communication C
SPD4554 Chinese and Bilingual Academic Inquiry C
GUR Subject GUR
Year 1
Sem 2
SPD3260 Analysis of Modern Chinese C
SPD3262 Interpreting for the Professions C
SPD3270 Analysis of English C
SPD4553 English for Chinese Cultural Themes C
GUR Subject GUR
Year 2
Sem 1
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
GUR Subject GUR
Year 2
Sem 2
SPD4557 Integrated Study (Bilingual Studies) C
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
C = Compulsory E = Elective GUR = General University Requirements
Remarks
1) The subject offering schedule is subject to change at the discretion of the School
2) For elective subjects priority in enrolment will be granted to students in that particular year of study
3) Offering of any elective subjects is subject to sufficient enrolment
4) Students who are required to take LCR subject(s) will be informed of the study schedule separately
These students are advised to consult the Programme Leader on their progression patterns should
they have any concerns on their study load taking into consideration the LCR subject(s) they are
required to take
10
104 Curriculum Mapping
Below is a mapping of subjects of the Bachelor of Arts (Honours) in Bilingual Studies
with reference to the programme intended learning outcomes The mapping focuses
on how each of the programme outcomes is introduced reinforced and assessed
Subject Code Subject Title Programme Intended Learning Outcomes
(a) (b) (c) (d) (e) (f) (g)
Co
mp
uls
ory
Su
bje
cts
SPD3189 Translation for the Workplace I A R A I A
SPD3260 Analysis of Modern Chinese I A R A I A
SPD3261 Introduction to Bilingual Studies I A I A I A
SPD3262 Interpreting for the Professions I A R A I A
SPD3263 Introduction to Bilingual
Communication I A I A
SPD3270 Analysis of English R A R A
SPD4553 English for Chinese Cultural
Themes R A R A
SPD4554 Chinese and Bilingual Academic
Inquiry I A R A R A I A
SPD4557 Integrated Study (Bilingual
Studies) R A R A R A R A R A R A R A
Ele
ctiv
e S
ub
ject
s
SPD3225 Written English for Professionals R A R A
SPD3226 Spoken English for Professionals R A R A
SPD4337 English and Chinese in Contrast R A R A R A
SPD4346 Translation for the Media R A R A R A
SPD4468
Writing for Marketing and
Public Relations Purposes in
English
R A R A R A
SPD4556 Languages in Contemporary
Societies R A R A I A R A
SPD4558 Applied Translation Studies R A R A R A R A
SPD4559 Bilingual Communication
Workshop R A R A
SPD4563 Chinese Media in the Bilingual
Context R A R A R A
SPD4564 Classical Chinese for Today R A R A R A
SPD4565 Communications in Greater
China R A R A
SPD4566 Consecutive Interpreting R A R A R A
SPD4568 Translation for Business and
Commerce RA R A R A
Introduced (I) That the learning leading to the particular intended outcome is introduced in that subject Reinforced (R) That the learning leading to the particular intended outcome is reinforced in that subject Assessed (A) That the learning leading to the particular intended outcome is assessed in that subject
11
11 MEDIUM OF INSTRUCTION
The medium of instruction is English and Chinese (Cantonese and Putonghua when
spoken)
12 TEACHING AND LEARNING METHODS
The teaching learning philosophy underlying this programme is based on a holistic
diversified and flexible approach teaching students how to learn instead of what to
memorise and equipping them with the requisite skills required of a ldquolifelongrdquo learner
On the whole various teaching and learning strategies are adopted which are geared
to the needs and characteristics of the students
The teaching and learning activities are organised coherently according to the
programme learning outcomes subject nature the particular subject topics level of
difficulty and the integration among other components and subjects of the programme
A variety of teaching and learning methods will be used
The main form of teaching is through the use of interactive lectures supplemented
with tutorial exercises (such as case studies projects and presentations) and various
kinds of audio-visual aids Students also have the chance to gain exposure to
experiential learning self-directed learning case-based learning and problem-based
learning
Web-based teaching is another characteristic of the subjects of this programme It is
used to complement face-to-face teaching not only for encouraging studentsrsquo active
participation but also to encourage them to make use of websites for information
collection
To facilitate learning the subject lecturers not only play the role of introducing new
concepts imparting knowledge but also act as facilitators to encourage students to
share their ideas and experience through class discussion case study oral presentation
and group activities
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment
Assessment of learning and assessment for learning are both important for assuring the
quality of student learning Assessment of learning is to evaluate whether students have
achieved the intended learning outcomes of the subjects that they have taken and have
attained the overall learning outcomes of the programme at the end of their study at a
standard appropriate to the award Appropriate methods of assessment that align with
the intended learning outcomes are designed for this purpose The assessment methods
will also enable the teacher to differentiate studentsrsquo different levels of performance
within the subject Assessment for learning is to engage students in productive learning
activities through purposefully designed assessment tasks
12
Assessment will also serve as feedback to students The assessment criteria and
standards should be made explicit to students before the start of the assessment to
facilitate student learning and feedback provided should link to the criteria and
standards Timely feedback will be provided to students so that they are aware of their
progress and attainment for the purpose of improvement
132 Assessment Methods
Studentsrsquo performance in a subject is assessed by continuous assessment and or
examinations as deemed appropriate Where both methods are used the weighting of
each in the overall subject grade has been clearly stated in Section Two of this
document
To pass a subject a student must obtain a pass grade in both continuous assessment
AND examination if any Continuous assessment may include tests assignments
projects presentations and other forms of classroom participation depending on the
subject area Assignments which involve group work will nevertheless include some
individual components therein The contribution made by each student in continuous
assessment involving group effort shall be determined and assessed separately and
this can result in different grades being awarded to students in the same group
At the beginning of each semester the subject lecturer will inform students of the
details of the methods of assessments to be used within the assessment framework as
specified in this document
13
133 Grading
Assessment grades shall be awarded on a criterion-referenced basis A studentrsquos
overall performance in a subject shall be graded as follows
Subject
Grade
Grade
Point
Short
Description
Elaboration on subject grading description
A+ 45 Exceptionally
Outstanding
The studentrsquos work is exceptionally
outstanding It exceeds the intended subject
learning outcomes in all regards A 4 Outstanding The studentrsquos work is outstanding It exceeds
the intended subject learning outcomes in
nearly all regards
B+ 35 Very Good The studentrsquos work is very good It exceeds
the intended subject learning outcomes in most
regards B 3 Good The studentrsquos work is good It exceeds the
intended subject learning outcomes in some
regards
C+ 25 Wholly
Satisfactory
The studentrsquos work is wholly satisfactory It
fully meets the intended subject learning
outcomes C 2 Satisfactory The studentrsquos work is satisfactory It largely
meets the intended subject learning outcomes
D+ 15 Barely
Satisfactory
The studentrsquos work is barely satisfactory It
marginally meets the intended subject learning
outcomes D 1 Barely
Adequate
The studentrsquos work is barely adequate It
meets the intended subject learning outcomes
only in some regards
F 0 Inadequate The studentrsquos work is inadequate It fails to
meet many of the intended subject learning
outcomes
lsquoFrsquo is a subject failure grade whilst all others (lsquoDrsquo to lsquoA+rsquo) are subject pass grades
No credit will be earned if a subject is failed
14
134 Grade Point Average
There are different types of Grade Point Average (GPA) as described below All of
them are capped at 40
1341 GPA (cumulative GPA)
Cumulative GPA is computed as follows
GPA =
n
n
ValueCredit Subject
ValueCredit Subject Point x GradeSubject
Where n = Number of all subjects (inclusive of failed subjects) taken by the student up to
and including the latest semester term For subjects which have been retaken
only the grade point obtained in the final attempt will be included in the GPA
calculation
In addition the following subjects will be excluded from the GPA calculation
(i) Exempted subjects
(ii) Ungraded subjects
(iii) Incomplete subjects
(iv) Subjects for which credit transfer has been approved but without any grade
assigned3
(v) Subjects from which a student has been allowed to withdraw (ie those with the
code lsquoWrsquo)
A student who is absent from an examination will be given a fail grade the respective
subject will be included in the GPA calculation and will be counted as ldquozerordquo grade
point GPA is thus the unweighted cumulative average calculated for a student for all
relevant subjects taken from the start of the programme to a particular point of time
GPA is an indicator of overall performance
1342 Semester GPA
Calculation of Semester GPA is similar to the rules for GPA as described above
except that only subjects taken in that semester including retaken subjects will be
included This Semester GPA will be used to determine studentsrsquo eligibility to
progress to the next semester alongside with the cumulative GPA However the
Semester GPA calculated for the Summer Term will not be used for this purpose
unless the Summer Term study is mandatory for all students of the programme
concerned and constitutes part of the graduation requirements
3 Subjects taken in PolyU or elsewhere and with grades assigned and for which credit transfer has
been approved will be included in the GPA calculation
15
1343 Weighted GPA
Along with the cumulative GPA a Weighted GPA will also be calculated to give an
indication to the Board of Examiners on the award classification which a student will
likely get if he she makes steady progress on his her academic studies
Weighted GPA will be computed as follows
n
n
i
i
W ValueCredit Subject
W ValueCredit Subject Point GradeSubject
GPA Weighted
where Wi = Weighting to be assigned according to the level of the subject
n = Number of all subjects counted in GPA calculation as set out in 1341
above except those subjects outside the programme curriculum GUR
subjects will be included
For calculating the Weighted GPA (and Award GPA) to determine the award
classification of students who satisfy the graduation requirements a standard
weighting will be applied to all subjects of the same level with a weighting of 2 for
Level 1 and 2 subjects and a weighting of 3 for Level 3 and 4 subjects This is also
applicable to the classification of ordinary degree exit award
1344 Award GPA
When a student has satisfied the requirements for award an Award GPA will be
calculated to determine his her award classification
If the student has not taken more subjects than required the Award GPA will be the
same as the Weighted GPA
Any subjects passed after the graduation requirement has been met or subjects taken
on top of the prescribed credit requirements for award shall not be taken into account
in the Award GPA However if a student attempts more elective subjects (or optional
subjects) than those required for graduation in or before the semester in which he she
becomes eligible for award the elective subjects (or optional subjects) with a higher
grade contribution shall be included in the Award GPA (ie the excessive subjects
attempted with a lower grade contribution including failed subjects will be
excluded)
135 Role of Subject Assessment Review Panel
Subject Assessment Review Panel (SARP) is responsible for monitoring the academic
standard and quality of subjects and ratifying subject results SARP will review the
distribution of grades within a subject and finalise the grades at the end of each
semester before submission to the Board of Examiners (BoE) The BoE will not
attempt to change the grades SARP is also responsible for deciding the granting of
late assessment to students and the form of late assessment
16
SARP shall include the Director of SPEED or his her delegate the relevant subject
examiners and where appropriate the Programme Leader
136 Role of Board of Examiners
The Board of Examiners (BoE) shall meet at the end of each semester to review
studentsrsquo progress and is responsible to the College Board of the College of
Professional and Continuing Education (CPCE) for making decision on
(a) the classification of awards to be granted to each student on completion of the
programme
(b) de-registration cases and
(c) cases with extenuating circumstances
The BoErsquos membership should be composed of staff members associated with the
programme and some senior members The Chairman will normally be the Director of
SPEED
137 Academic Probation
If the cumulative GPA of a student is below 20 he she will be put on academic
probation in the following semester Once a student is able to pull his her cumulative
GPA up to 20 or above at the end of the semester the status of ldquoacademic probationrdquo
will be lifted The status of ldquoacademic probationrdquo will be reflected in the assessment
result notification but not in the transcript of studies
A student on academic probation will be required to take a reduced study load To
help improve the academic performance of the student the School will decide the
maximum number of credits to be taken by him her in the probation semester
138 Progression and De-registration
A student will have ldquoprogressingrdquo status unless he she falls within the following
categories any one of which shall be regarded as grounds for de-registration from the
programme
(a) the student has exceeded the maximum period of registration for the programme
as specified in this document or
(b) the studentrsquos cumulative GPA is lower than 20 for two consecutive semesters
and his her semester GPA in the second semester is also lower than 20 or
(c) the studentrsquos cumulative GPA is lower than 20 for three consecutive semesters
When a student falls within the categories as stipulated above the BoE shall de-
register the student from the programme without exception
Notwithstanding the above the BoE has the discretion to de-register a student with
extremely poor academic performance before the time frame specified in categories (b)
17
and (c) above if it is deemed that there is not much of a chance for the student to
attain a GPA of 20 at the end of the programme
139 Late Assessment
A student who has been absent from an examination or other assessment because of
illness injury or other unforeseeable reasons may apply to sit a late assessment
Permission is subject to the approval of SARP as late assessment is not an automatic
entitlement Should a late assessment be granted the actual grade attained will be
awarded
Late assessment for subjects normally shall take place before the commencement of
the following academic year (except for Summer Term which may take place within
3 weeks after the finalisation of Summer Term results) Depending on the decision of
SARP late assessment may be arranged during the examination period of the
following semester term
Except with special approval students who have not yet completed the late
assessment for a subject which is the pre-requisite of another subject will not be
allowed to take the follow-on subject
1310 Retaking of Subjects
No re-assessment will be granted for students in all circumstances Students who
have failed a subject are required to retake the subject if it is compulsory for the
programme If the failed subject is an elective students may choose to retake the
subject or take another elective within the programme as replacement Retaking of
failed subjects or taking replacement subjects should be completed within the
maximum period of registration
Students may retake any subject (except GUR subjects which have been passed) for
the purpose of improving their grade without having to seek approval but they must
retake a compulsory subject which they have failed ie obtained an F grade Retaking
of subjects is with the condition that the maximum study load of 21 credits per
semester is not exceeded Students wishing to retake passed subjects will be accorded
a lower priority than those who are required to retake (due to failure in a compulsory
subject) and can only do so if places are available
The number of retakes of a subject is not restricted Only the grade obtained in the
final attempt of retaking (even if the retake grade is lower than the original grade for
originally passed subject) will be included in the calculation of the GPA Weighted
GPA and Award GPA If students have passed a subject but failed after retake credits
accumulated for passing the subject in a previous attempt will remain valid for
satisfying the credit requirement for award (The grades obtained in previous attempts
will only be reflected in the transcript of studies)
In cases where a student takes another subject to replace a failed elective subject the
fail grade will be taken into account in the calculation of the GPA despite the passing
of the replacement subject
18
1311 Eligibility for Award
13111 Honours Degree Award
Students will be eligible for the PolyU-SPEED award of ldquoBachelor of Arts (Honours)
in Bilingual Studiesrdquo if they satisfy the conditions listed below
(a) Successful completion of at least 60 credits including GUR and DSR as
specified under Section 1021 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1021 (c) and
(c) Having a GPA of 20 or above
Students are required to graduate as soon as they satisfy the respective conditions for
the award
13112 Ordinary Degree Award
Students who have fulfilled the following requirements may apply to exit the
programme with an ordinary degree award of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) Successful completion of at least 45 credits including GUR and DSR as
specified under Section 1022 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1022 (c) and
(c) Having a GPA of 20 or above
Applications for exit award should be submitted in writing to the School before the
start of the examination period of the semester concerned The School reserves the
right not to consider late application in the respective semester
To be eligible for the granting of the exit award students will be required to quit the
honours degree programme of study Re-admission of students who have obtained the
exit award to the same programme of study is not automatic and will be considered
only under exceptional circumstances
1312 Guidelines for Award Classification
13121 Honours Degree Award Classification
This section is applicable to students who have fulfilled the requirements for
Honours Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
19
Classification Guidelines
1st Class
Honours
The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered by
the programme
2nd Class
Honours
(Division 1)
The student has reached a standard of performance attainment
which is more than satisfactory but less than outstanding
2nd Class
Honours
(Division 2)
The student has reached a standard of performance attainment
judged to be satisfactory and clearly higher than the ldquoessential
minimumrdquo required for graduation
3rd Class
Honours
The student has attained the ldquoessential minimumrdquo required for
graduation at a standard ranging from just adequate to just
satisfactory
Under exceptional circumstances a student who has completed an Honours degree
programme but has not attained Honours standard may be awarded a Pass-without-
Honours degree A Pass-without-Honours degree award will be recommended
when the student has demonstrated a level of final attainment which is below the
ldquoessential minimumrdquo required for graduation with Honours from the programme in
question but when he she has nonetheless covered the prescribed work of the
programme in an adequate fashion while failing to show sufficient evidence of the
intellectual calibre expected of Honours Degree graduates A Pass-without-Honours
is an unclassified award but the award parchment will not include this specification
13122 Ordinary Degree Award Classification
This section is applicable to students who have fulfilled the exit award requirements
and are allowed to exit the programme of study for Ordinary Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
Classification Guidelines
Distinction The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered
by the programme
Credit The student has reached a standard of performance
attainment which is more than satisfactory but less than
outstanding
Pass The student has reached a standard of performance
attainment ranging from just adequate to satisfactory
20
1313 Appeals against Assessment Results
A student may appeal against the assessment results within 7 working days upon the
announcement of the results Any appeal should be directed to the Director of
SPEED in writing
Appeal against subject results may lead to a change in the subject grade which may
go upward or downward
1314 Academic Dishonesty and Disciplinary Actions
13141 For students who have been awarded a failure grade as a result of disciplinary action
a remark lsquorsquo will be recorded against the concerned subject failure grade denoting
ldquoDisqualification of result due to academic dishonestyrdquo The remark will appear on
the assessment result notification and transcript of studies until the students leave
the School
The remark will normally cover the following misconduct cases
cheating in assessment work tests or examinations
aiding academic dishonesty
plagiarism
violating rules governing the conduct of examinations that are related to possible
cheating
Students who have been recorded with the remark will also be subject to the penalty
of the lowering of award classification by one level upon graduation The minimum
of downgraded overall result will be kept at a pass
13142 Students who have committed disciplinary offences (covering both academic and
non-academic related matters) will be put on ldquodisciplinary probationrdquo normally for
one year and this will be shown on assessment result notification transcript of
studies and testimonial during the probation period until their leaving the School
For special cases which warrant heavier penalty the CPCE Student Discipline
Committee may specify a longer probation period
Students who have been put on disciplinary probation will be deprived of certain
privileges
13143 Other penalties may also be imposed on students who have committed academic
dishonesty and or disciplinary offences Details are specified on the SPEED
Student Handbook
1315 Exceptional Circumstances
Absence from an assessment component
If a student is unable to complete all the assessment components of a subject due to
illness or other circumstances beyond his her control and considered by the SARP
as legitimate the SARP will determine whether the student will have to complete
21
the assessment and if so by what means
Aegrotat award
If a student is unable to complete the requirements of the programme in question for
the award due to very serious illness or other very special circumstances which are
beyond his her control and considered by the BoE as legitimate CPCE will
determine whether the student will be granted an aegrotat award Aegrotat award
will be granted under very exceptional circumstances
A student who has been offered an aegrotat award shall have the right to opt either
to accept such an award or request to be assessed on another occasion to be
stipulated by the BoE the studentrsquos exercise of this option shall be irrevocable
The acceptance of an aegrotat award by a student shall disqualify him her from any
subsequent assessment for the same award
An aegrotat award shall normally not be classified and the award parchment shall
not state that it is an aegrotat award However the BoE may determine whether the
award should be classified provided that they have adequate information on other
studentsrsquo academic performance
Other particular circumstances
A studentrsquos particular circumstances may influence the procedures for assessment
but not the standard of performance expected in assessment
1316 Other Regulations
Students of the Bachelor of Arts (Honours) in Bilingual Studies are bound by all
other regulations of PolyU PolyU SPEED
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION
Students will be allowed to take additional subjects for broadening purpose in the
semester after they fulfil the graduation requirements However students will still
be subject to the maximum study load of 21 credits per semester and the availability
of places in the subjects concerned and their enrolment will be as subject-based
students only
After a student fulfils the graduation requirements in a semester he she may
continue to enrol as a subject-based student in the following semester only In the
case when the Summer Term is mandatory for all students of a programme students
who have fulfilled the graduation requirements in Semester 2 will be allowed to take
additional subjects in Semester 1 of the following academic year and not necessarily
during the Summer Term These students will be subject-based students only and
cannot use the results of the additional subjects to improve their GPA or Award GPA
Section Two
Subject Description Forms of
Discipline Specific Requirements
Subjects
Information on GUR subjects is available on the Student Portal (wwwspeed-
polyueduhkmySPEED)
22
Subject Code
SPD3189
Subject Title
Translation for the Workplace
Credit Value
3
Level
3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This course aims to equip students with skills in translating different
documents in the workplace from English to Chinese and vice versa
The main purposes are to enable students to understand the
translation theories and skills and be able to apply them in the
translation of workplace texts
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the general translation theories
b identify the formats of different workplace texts and
c apply the translation theories and skills in rendering different
workplace texts
Subject Synopsis
Indicative Syllabus
Translation theories strategies and skills
Translation process Peter Newmarkrsquos Semantic Translation and
Communicative Translation Yan Fursquos translation theories Xin Da
and Ya Formal Equivalence and Functional Equivalence
transliteration literal translation liberal translation addition
omission repetition rearrangement of words and expressions the
importance of context collocation and connotation and translation
of idioms and numbers
Formats of different workplace texts
Formats of different workplace texts such as notices official letters
memos promotional materials and minutes
Application of theories in translating different workplace texts
Translation of the different workplace texts mentioned above and
discussion of good and bad examples
TeachingLearning
Methodology
Lectures should focus on translation theories and skills formats of
workplace texts and application of theories with in-class discussion
and practice
Tutorials are used to discuss studentsrsquo performance in assignments
and group presentations Good and bad examples are shown to
facilitate studentsrsquo understanding of how a document should be
translated
23
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments 20
3 Group assignments 10
4 Class participation 10
Examination 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
吳尚智 顏婉雲 amp 江偉萍 (2005) 中英實務寫作與翻譯手冊 香
港香港城市大學
許建平 (2008) 研究生英語實用翻譯教程 北京 中國人民大學
出版社
References
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版社
李明 張新紅 amp 李克興編 (2003) 商務英語翻譯 英譯漢 北京
高等教育出版社
24
許建忠 (2002) 工商企業翻譯實務 北京 中國對外翻譯出版公
司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
周兆祥 amp 範志偉 (2004) 財經翻譯精要 香港 商務印書館
陸國強 (2013) 漢譯英常用表達式經典慣例 上海 上海外語教
育出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
25
Subject Code
SPD3260
Subject Title Analysis of Modern Chinese
Credit Value 3
Level 3
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help students to synthesise the concepts and
methodology they have accumulated in all the subjects in the
language and communication block in order to describe lexical
items phrases and sentence types of Modern Chinese systematically
Another purpose is to provide students with the necessary analytical
skills to recognise and compare regional varieties of Modern
Chinese especially in written genres Lastly this subject seeks to
enable students to apply the subject knowledge and generic skills
learned in this subject to other subjects on the programme and more
importantly in their future career in terms of both justifying their
understanding and to defend their interpretation of Chinese
sentences
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a apply the concepts of linguistics theories to describing and
analysing the structure meaning and actual usage of Modern
Chinese
b critically identify and evaluate variations in written Chinese
c develop critical and logical thinking through the application of
grammatical analysis of Modern Chinese and
d tackle intellectual problems from multiple perspectives
Subject Synopsis
Indicative Syllabus
1 Overview the formation of Modern Chinese
2 The sound system
3 The writing system(s)
4 Phrases and sentences
5 Words and word classes
6 Nominal structure
7 Subject-predicate structure
8 Verb-object and verb-complement structures
9 Serial verb construction
10 Passive and disposal constructions
11 Subordinative and coordinative structures
12 Regional varieties of Modern Chinese
26
TeachingLearning
Methodology
Lectures are conducted interactively and hands-on exercises are
provided for the students to apply their analytical skills to solving
problems in Chinese grammar All assignments are designed to
provide students with tasks that require the evaluation synthesis and
application of syntactical and morphological concepts and
approaches to the critical analysis and discussion of Chinese
language
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Assignment 30
2 Presentation 10
3 Written report 20
4 Take-home test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed by an assignment a presentation a written
report and a final test The assignment is designed to test the
studentsrsquo ability to apply grammatical concepts to describe evaluate
and analyse Chinese forms and patterns The presentation and the
written report are for students to evaluate the literature critically and
to systematically analyse an issue in Standard Chinese The take-
home test is a summative assessment on important contents of the
subject
Student Study
Effort Expected
Class contact
Lectures 39 Hrs
Other student study effort
Library search 39 Hrs
Reading lecture notes and reference 39 Hrs
Total student study effort 117 Hrs
27
Reading List and
References Recommended Books References
曹煒 2004《現代漢語詞匯研究》北京北京大學出版社
鄧思穎 2010《形式漢語句法學》上海上海教育出版社
符淮青 2011《現代漢語詞彙》香港 商務印書館(香港)有
限公司
葛本儀 2001《現代漢語詞彙學》濟南山東人民出版社
郭銳2002《現代漢語詞類研究》北京商務印書館
胡明揚 1996《詞類問題考察》北京北京語言學院出版社
李家樹陳遠止謝耀基 1999《漢語綜述》香港香港大學
出版社
劉叔新 2005 《漢語描寫詞匯學》(重排本)北京商務印書
館
陸儉明沈陽 2004《漢語和漢語研究十五講》(第二版)北
京北京大學出版社
呂叔湘等著 2010《語法研究入門》(第五版)北京商務印
書館
馬真 1997《簡明實用漢語語法教程》北京北京大學出版
社
人民教育出版社中學語文室 1984《中學教學語法系統提要》
(試用)
邵敬敏主編 2007《現代漢語通論》(第二版)上海上海教
育出版社
邢福義 1998《漢語語法學》長春東北師範大學出版社
邢福義 2001《漢語複句研究》北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
28
Subject
Code
SPD3261
Subject
Title
Introduction to Bilingual Studies
Credit
Value
3
Level 3
Medium of
Instruction
English and Chinese
Pre-
requisite
Co-
requisite
Exclusion
Nil
Objectives
This subject provides an introduction to bilingual studies covering the three
major sub-areas of the programme namely linguistics translation amp
interpreting and bilingual communication It also provides a schema as to
how these three sub-areas work together under the overarching area of
bilingual studies Lastly it puts bilingual studies in the language context of
Chinese and English and the community context of Hong Kong
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a have a general grasp of bilingual studies
b have an understanding of the three sub-areas of bilingual studies
namely linguistics translation amp interpreting and bilingual
communication
c embark on deeper and more concrete studies in the 3 sub-areas
d apply the general principles of bilingual studies to the Chinese-English
context
e apply Chinese-English bilingual studies to Hong Kong and
linguistically similar communities
Subject
Synopsis
Indicative
Syllabus
1 Language
a What is language
b Analysing Language
c Language in Society
d Languages in the World
2 Bilingualism in linguistics and beyond
a Bilinguality
b Societal bilingualism
c Bilingualism and biculturalism
3 Translation and interpreting
a Bridging two worlds
b Translation
c Interpreting
4 Bilingual communication
a Language switch by a bilingual
29
b Language choice in a bilingual community
c Relation between two language varieties
5 Chinese-English bilingual studies
a English as a world language
b Varieties of Chinese
c Hong Kong as an arena
Teaching
Learning
Methodolo
gy
In addition to face-to-face lectures and small group tutorials online
discussions (via Moodle E-learning System) and other computer-assisted
teaching methods will also be used with the help of multimedia (audio and
video) teaching materials Assignments closely related to the real-life use of
language will be given to help student solve language problems
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Take-home
exercises 5
2 Test 1 40
3 Test 2 40
4 Group
project 15
Total 100
Continuous assessment items andor weighting may be adjusted by the subject lecturer
subject to the approval of the School Programme Committee
Two tests will be administered during the semester which will aim to test
the studentsrsquo mastery of basic linguistic knowledge and problem solving
skills In addition students will also be required to conduct research in
groups on a certain linguistic topic in order to further their understanding of
the subject knowledge
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Reading and on-line study 58 Hrs
Preparing for tests 20 Hrs
Group project 10 Hrs
Total student study effort 127 Hrs
30
Reading
List and
References
Recommended Book Reference
For part (a)
Fromkin V Rodman R and Hyams N (2013) An Introduction to
Language (10th ed) Boston WadsworthCengage Learning
For other parts
Relevant reading materials will be suggested and assigned from time-to-time
when they are deemed appropriate
31
Subject Code SPD3262
Subject Title Interpreting for the Professions
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to train students to undertake simple
interpreting tasks This subject aims to help students build a
foundation for the development of essential skills in interpreting
between English and Chinese and vice versa It also uses ample
examples to familiarise students with the principles recurrent issues
and difficulties in interpreting guiding them along from an
introduction to fundamental communication issues in interpreting
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a distinguish the differences between translation and interpreting
b analyse and paraphrase the meaning in the source language
c acquire the skills of active listening and concentration
d acquire fundamental techniques and strategies essential to
interpreting and
e be able to perform interpreting tasks on topics from general areas
Subject Synopsis
Indicative
Syllabus
1 Orientation
- interpreting vs translation
- development of interpreting
- functions and features of different forms of interpreting
- quality assessment of interpreting
2 Codes of ethics
- fidelity
- confidentiality
- impartiality
3 Fundamental skills for interpreting
- active listening
- memory retention
- comprehension
- paraphrasing
- delivery
4 Drills of interpreting
- sight translation
- liaison interpreting
- short consecutive interpreting
32
TeachingLearning
Methodology
The subject will be delivered on a step-by-step basis Trainings on
fundamental skills of interpreting such as listening memorising
paraphrasing and delivering will be given to students at different
learning stages depending on the progress of students Given the
skill-based nature of the subject students will undertake in classes a
number of exercises that are designed to train specific interpreting
skills usually after teacherrsquos demonstration Peer evaluation and self
critiques will be used in order to take learners further into the
concepts skills and techniques
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Quiz-1 10
2 Mid-term quiz 30
3 Quiz-2 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Assessments are conducted regularly on a progressive manner
Assessment criteria include accuracy of delivery cohesion of
delivery intelligibility of delivery clarity of delivery and class
participation
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises
outside class 39 Hrs
Reading lecture notes and doing
interpreting assignments 39 Hrs
Total student study effort 117 Hrs
33
Reading List and
References Recommended Books References
Gile Daniel (2009) Basic Concepts and Models for Interpreter and
Translator Training John Benjamins Publishing Company
Jones Roderick (1998) Conference Interpreting Explained
Manchester St Jerome Publishing
Mason Ian (1999) Dialogue Interpreting Ian Mason St Jerome
Publishing
周兆祥 (1999)《口譯的理論與實踐》商務印書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
34
Subject Code SPD3263
Subject Title Introduction to Bilingual Communication
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
In Hong Kong it is a common practice especially in the corporate world
that the same message has to be presented in the appropriate language to
readers andor audiences who are either Chinese monoglots or English
monoglots or Chinese-English bilinguals This mode of communication
is not a form of translation and interpretation because it does not involve
a source message Besides communicative norms vary across languages
and between monolingual and multilingual contexts In this age of
globalisation where corporate functions are often done in more than one
language and involve personnel from more than one culture bilingual
communication could be a key to success in the corporate world This
subject together with SPD4559 attempt to prepare students for this
mode of communication in the workplace Specifically the focus of this
subject is to develop in students a grip on the conceptual resources
related to bilingual communicative norms and the conduct and content of
bilingual communication especially its integrated form
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a come to grips with the norms and principles of conducting
language-mediated communication in an age of globalisation
multilingualism and multiculturalism
b develop a communicative sense concerning when and where
monolingual norms or bilingual norms be used
c have a general idea about linguistic varieties and how this concept
relates to bilingual communication in corporate contexts
d the impact of the global spread of bilingualism and globalisation on
corporate communication
e how the emergence of bilingual varieties of communication relate to
the aforementioned developments
35
Subject
Synopsis
Indicative
Syllabus
1 conceptual resources underpinning an understanding of bilingual amp
cross-cultural communication
2 conduct amp content of bilingual communication
3 code choice in corporate communication in multilingual
metropolises
4 cross-lingual variation in communicative norms
5 bilingual mode of oral amp written communications in the private
sector
Teaching
Learning
Methodology
Matter that provides a conceptual grounding for the subject will be
delivered in a number of lectures Attempts to develop studentsrsquo grip of
these concepts will be made via in-class exercises
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks~
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 In-class written
exercises 25
2 In-class oral
exercises 25
3 Quiz 20
4 Subject report 20
5 Attendance amp
participation 10 NA
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Practices and Exercises 35 Hrs
Reading and Writing 35 Hrs
36
Total student study effort 109 Hrs
37
Reading List
and References Recommended (Introductory)
Bilbow G T (1996) Business speaking for Hong Kong Hong Kong
Longman Asia Ltd
Coastal Training Technologies Corporation (2002) Communications
intelligence Business etiquette Carlsbad CA CRM Learning
Luke K K amp Theodossia-Soula P (Eds) (2002) Eds Telephone
calls Unity and diversity in conversational structure across languages
and cultures Amsterdam J Benjamins
Marconi J (2004) Public relations The complete guide Singapore
Thomson
Schultz M Hatch M J amp Larsen M H (Eds) (2000) The
expressive organisation Linking identity reputation amp the corporate
brand Oxford Oxford University Press
Scholte J A (2000) Globalisation A critical introduction
Basingstoke Macmillan
Recommended (Advanced)
Gudykunst W B (2004) Bridging differences Effective intergroup
communication (4th
ed) Thousand Oaks California Sage Publications
Hofstede G (2001) Cultures consequences Comparing values
behaviors institutions and organisations across nations (2nd
ed)
Thousand Oaks California Sage Publications
Hofstede G Hofstede G J amp Minkov M (2010) Cultures and
organisations Software of the mind (3rd
ed) New York McGraw-Hill
References
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
中文資料
中國社科院語言研究所詞典編輯室 (2012) 現代漢語詞典 香港商
務印書館(香港)有限公司
中國社會科學院語言研究所 (2011) 新華字典 北京 商務印書館
吳光華主編 (2003) 新漢英辭典 上海 上海交通大学出版社
徐斌主編 (2003) 現代應用文寫作全書 西安 三秦出版社
張立民等編 (1994) 英漢對照應用文大全 南京 江蘇科學技術出版
社
楊正寬 (2002) 應用文 臺北 楊智文化事業股份有限公司
38
劉俊平 (2014) 應用文實戰手冊 先修班 臺北 三民書局股份有限
公司
蔣磊 (2000) 英汉習語的文化觀照与對比 荊州 武汉大学出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
39
Subject Code SPD3270
Subject Title Analysis of English
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject has the aim of acquainting the students with the structural
properties of the English language in a systematic way Context-related
properties will also be discussed so as to enable students to understand
the internal structures of the language through its use in real life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a demonstrate understanding of the basic structures of English and
their formation processes
b demonstrate that they grasp the basic techniques in segmenting and
representing the major structural patterns in English
c generalise and apply such knowledge and skills to the analysis of
newly-encountered English data
d develop critical and logical thinking
Subject
Synopsis
Indicative
Syllabus
1 Lexical Aspects
- Words and lexemes word categories
- Analysing English words base stem root affix morpheme and
its realisations inflection and derivation
- Word formation processes in English
2 Sentential Aspects
- Categories and structures of sentences clauses and phrases
- Phrases and their main characteristics head and dependents NP
DP AdjP AdvP PP VP
- Inflectional forms of verbs tense aspect mood
- Canonical and non-canonical clauses subject predicate
predicator object complement adjunct
- Sentence patterns and their graphic representations
Teaching
Learning
Methodology
This subject diverges from traditional approaches because it adopts a
data-driven context-oriented perspective in analysing the structural
properties of English
40
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Test-1 20
2 Test-2 20
3 Test-3 20
4 Final test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed through four tests which will assess the studentsrsquo
understanding of the grammatical theories taught and their ability to
apply such knowledge to the analysis of authentic English data
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 80 Hrs
Total student study effort 119 Hrs
Reading List
and References
Main Textbook
Huddleston Rodney and Geoffrey K Pullum (2005) A Students
Introduction to English Grammar Cambridge University Press
References for Further Study
Burridge Kate and Jean Mulder (1998) English in Australia and New
Zealand Oxford University Press
Carter Ronald Rebecca Hughes and Michael McCarthy (2000)
Exploring Grammar in Context Cambridge University Press
Coates Richard (1999) Word Structure Routledge
Gelderen Elly van (2010) An introduction to the grammar of English
41
John Benjamins Publishing Company
Leech Geoffrey and Jan Svartvik (2002) A Communicative Grammar of
English [The Third Edition] Longman
McCrum Robert William Cran and Robert MacNeil (2003) The Story
of English [The Third Edition] Penguin Books
Tallerman Maggie (2015) Understanding Syntax [The Fourth Edition]
New York RoutledgeTaylor amp Francis Group
Yule George (1998) Explaining English Grammar Oxford University
Press
陸國強 (1999)《現代英語詞彙學 ( 新版 )》 [Modern English
Lexicology the Revised Edition]上海外語教育出版社
章振邦 (1997) 《新編英語語法》(A New English Grammar) 上海外
語教育出版社第三版
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
42
Subject Code SPD4553
Subject Title English for Chinese Cultural Themes
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives To fulfil the English part of the Discipline-Specific Language
Requirement (DSLR) of the University by brushing up the use of
English for Chinese cultural themes
Intended Learning
Outcomes
Students are expected to be able to
a explain key features of Chinese culture in English
b use English as an effective tool for communication on various
Chinese cultural themes (eg traditional Chinese art literature
and philosophy)
c have an informed understanding of such communication
Subject Synopsis
Indicative
Syllabus
1 Principles for expressing in English Chinese culture loaded ideas
11 Fidelity vs recipient-friendliness
12 Means of re-presentation
121 Paraphrase
122 Annotation
123 Interpretation
124 Translation
125 Other means
2 Romanisation for Chinese and its pronunciation in English
21 Wade-Giles transliteration system
22 Mandarin Romanisation
23 Cantonese Romanisation
24 Pronunciation in English
3 Chinese-English glossaries in select areas
31 Chinese philology
32 Chinese society and politics
33 Chinese art and literature
34 Chinese religion
35 Chinese philosophy
36 Other areas
4 Essay-writing in the above select areas
43
TeachingLearning
Methodology
The subject will be conducted in highly interactive seminars so that
major Chinese issues and cross-cultural issues will be sufficiently
addressed In order to well expound the essential principles of the
subject (eg paraphrase interpretation annotation etc) case studies
and hands-on work will be supplemented under guidance of the
teacher whereas the assignments and in-class tests are designed to
encourage studentsrsquo active participation as well as to help develop
their critical thinking and writing ability
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Oral presentation 20
2 Essay writing
35
3 Attendance amp
class
participation
5
4 In-class tests 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 78 Hrs
Total student study effort 117 Hrs
Reading List and
References Main Readings
Chao YR 1969 ldquoDimension of Fidelity in Translation With Special
Reference to Chineserdquo Harvard Journal of Asiatic Studies 29 109-
130
Chao YR 1956 ldquoChinese Terms of Addressrdquo Linguistic Society of
America 32 (1) 217-241
Deeney John J 1995 ldquoTranscription Romanisation
Transliterationrdquo in Chan Sin-wai amp David E Pollard eds An
44
Encyclopedia of Translation Hong Kong Chinese University Press
1085-1107
Jin Di amp Nida Eugene 1984 On Translation Beijing China
Translation amp Publishing Corporation
Zhang Longxi 2010 ldquoThe Complexity of Differences Individual
Cultural and Cross-Culturalrdquo Interdisciplinary Science Reviews
35(3-4) 341-252
References for Further Study
Chan Wing-tsit 1973 A Source Book in Chinese Philosophy (4th
printing) Princeton Princeton University Press
Hodge B amp Kam Louie 1998 The Politics of Chinese Language
and Culture The Art of Reading Dragons New YorkLondon
Routledge
Introductions to Chinese Culture (30 vols) Cambridge amp New York
Cambridge University Press 2011
Kung-chuan Hsiao 1979 A History of Chinese Political Thought
New Jersey Princeton University Press
Quick References
DeFrancis John 2000 ABC Chinese-English Comprehensive
Dictionary Honolulu University of Hawaii Press
Hucker Charles O 1985 A Dictionary of Official Titles in Imperial
China Stanford Calif Stanford University Press
Kleeman Julie amp Yu Harry 2010 Oxford Chinese Dictionary
Oxford Oxford University Press
Journals
China Quarterly
China Journal
Early China
Journal of Chinese Religions
Journal of Chinese Studies
Modern China
Philosophy East amp West
Trsquooung Pao
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
45
46
Subject Code SPD4554
Subject Title Chinese and Bilingual Academic Inquiry
Credit Value 3
Level 4
Medium of
Instruction
Chinese (with English)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This subject aims to introduce students to the basic principles
strategies techniques and tools for Chinese and bilingual academic
inquiry and problem solving with emphasis on Chinese and bilingual
academic reading writing and information handling in support of
language-based academic and professional work This subject also
fulfils the Chinese part of the Discipline-Specific Language
Requirement (DSLR) of the University
Intended
Learning
Outcomes
Students are expected to be able to
a apply effective strategies and skills to academic reading and
writing in Chinese and bilingual contexts
b benefit from various resources both traditional and IT-oriented
for Chinese and bilingual academic inquiry
c evaluate select and deploy effectively IT tools for information
retrieval and data processing to support Chinese and bilingual
academic inquiry and problem solving
Subject Synopsis
Indicative
Syllabus
1 Orientation
- Language and culture
- Language and society
- Academic enquiry in a bilingual context
- To be academically inquisitive in a bilingual context
2 Intake of ideas in a bilingual context
- To read effectively
- Notes making as an aid to idea reception
3 Information handling in the bilingual context
- retrieval
- assessment
- classification and sorting
- further processing
4 Chinese and bilingual academic resources
- Traditional
- IT related
- Multi-media and hyper-media
47
5 IT tools for Chinese and bilingual information processing
- E-dictionaries and e-encyclopedias
- WWW and online library information retrieval
- Word-processing with the help of Microsoft Office
Teaching
Learning
Methodology
The subject will be conducted in interactive seminars supported with
computer-mediated demonstrations Class participation in the form of
continuous input by students will be encouraged to simulate problem
solving and solution enhancement environments
Online tutorial on academic integrity will facilitate studentsrsquo
self-learning at their own pace through a link within this subject
at moodlecpce-polyueduhk
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
method task
Weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Quiz 40
2 Homework 60
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed entirely through coursework consisting of two
quizzes and three pieces of homework Homework requires the
students to locate and solve a practical problem of academic inquiry
via making educated uses of whatever resources available The quizzes
are meant to consolidate the studentsrsquo basic understanding and skills in
Chinese and bilingual academic inquiry
Online Tutorial on Academic Integrity
To help students understand the importance of academic honesty and
learn ways to ensure that their work and behaviour at SPEED are
acceptable in this regard the Online tutorial on Academic Integrity is
included in this subject Students will need to complete the Tutorial
by Week 5 The Online Tutorial is part of the subject completion
requirement Students who fail to complete the Online Tutorial will
fail this subject
For students who have completed the Online Tutorial in another
subject they can be exempted from this requirement Proof of
48
completion (ie e-Certificate) is required
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Online tutorial on academic integrity 1 Hr
Readings and study 78 Hrs
Total student study effort 118 Hrs
Reading List and
References In Chinese (sorted in Pinyin)
费夫贺马尔坦 (李鸿志译) 《印刷书的诞生》 桂林 廣西師範
大學出版社 2007
羅樹寶 《說書 從獸骨到紙張的文字行旅》 台北 商周出版
2007
林玉山《工具書學概論》 廣州 廣東教育出版社 2004
王寧鄒曉麗 《工具書》 香港 和平圖書有限公司 2003
楊承運肖東發編 《北大學者談讀書》 北京圖書館出版社
2000
余嘉錫 (1884-1955) 《目录学发微 〈含古书通例〉》 北京 中
国人民大学出版社 2004
In English
Baez Benjamin and Boyles Deron The Politics of Inquiry Education
Research and the ldquoCulture of Sciencerdquo New York University of
New York Press 2009
Bergmann L S Academic Research and Writing Inquiry and
Argument in College Boston Longman 2010
Dunne M Pryor J and Yates P Becoming a Researcher A
Companion to the Research Process Maidenhead Open University
Press 2005
Flower L Learning to Rival A Literate Practice for Intercultural
Inquiry New Jersey Lawrence Erlbaum Associates Inc
Herring J E The Internet and Information skills A Guide for
Teachers and School Librarians London Facet Publishing 2004
Lester J D Writing Research Papers A Complete Guide (11th
ed)
New York Pearson Longman 2005
Long L and Long N Computers Information Technology in
Perspective Upper Saddle River Pearson Education Prentice Hall
2005
49
Lu Tonglin ldquoTransnationalism and Glocalisation in Chinese
Language and East Asian Cinemasrdquo China Review Vol 10 No 2
Fall 2010 1-14 (httpcupcuhkeduhkojsindexphpChinaReviewarticleviewFile24543404search= )
Lvovich N The Bilingual Self Inquiry into Language Learning
(PhD dissertation) Ohio Union Institute 1995
Nunan D and Choi Julie Language and Culture Reflective
Narratives and the Emergence of Identity New YorkLondon
Routledge 2010
Web Resources
中国语言文字网 httpwwwchina-languagegovcn
粵語審音配詞字庫
httphumanumartscuhkeduhkLexislexi-can
重編國語辭典修訂本
http1401113446newDictdictindexhtml
異體字字典 http140111140mainhtm
Chinese Character Dictionary汉字字典
httpwwwchinalanguagecomdictionariesccdict
《重訂標點符號手冊》修訂版與試用版內容對照表
httpwwwedutwfilessite_contentM0001haushioupdf
OneLook Dictionary Search httpwwwonelookcom
Online Dictionary for Library and Information Science
httplucomodlisaboutcfm
Google Scholar
httpscholargooglecom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
50
Subject Code SPD4557
Subject Title Integrated Study (Bilingual Studies)
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge
Indicative Area Subject Title
Bilingual Studies SPD3261 Introduction to Bilingual Studies
Translation amp
Interpreting SPD3189 Translation for the Workplace
SPD3262 Interpreting for the Professions
Linguistics SPD3260 Analysis of Modern Chinese
SPD3270 Analysis of English
Bilingual
Communication
SPD3263 Introduction to Bilingual
Communication
DSLR+
English SPD4553 English for Chinese Cultural
Themes
DSLR+
Chinese SPD4554 Chinese and Bilingual Academic
Inquiry +
Discipline-Specific Language Requirement subject
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject offers students an opportunity to integrate and apply
their language skills and knowledge of bilingual studies acquired on
the programme Students are expected to develop their critical
thinking skills by working independently to plan manage produce
and evaluate a detailed piece of work in one semester This subject
will provide studentsrsquo opportunities to evaluate and reflect critically
on their chosen area of study
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a identify a theoretical framework or model or practical problem
for investigation and study
b apply the language theories and knowledge of bilingual studies
acquired in the programme
c evaluate and reflect critically on the chosen topic and its
implications
d present findings recommendations andor results in a clear and
effective manner
51
Subject Synopsis
Indicative Syllabus
Students may choose to adopt different approaches for this
Integrated Study Some suggestions are as follows
1) Literature Review Approach students can discuss and analyse a
theoretical model or framework and conduct a critical review of
the literature in a particular area related to bilingual studies
OR
2) Practical Approach students can synthesise and apply what they
have learnt to manage a project based on an analysis of a
perceived need of a real business non-profit making
organisation
Other approaches are possible subject to the PEG approval
TeachingLearning
Methodology
A detailed project guideline will be provided to help the students
Each student will then be assigned to a supervisor who will provide
guidance throughout this project Specific consultation hours will
be arranged to facilitate students in this project Students are
required to develop and define a topic in consultation with the
supervisor submit a proposal and a progress report and at the end
submit a final report
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme Committee
The project will be assessed on the basis of proposal progress report
(including discussion and consultation with supervisor) and final
report
Assessment of proposal and progress report will focus on the
formative aspect of student performance and is appropriate for
intended outcomes 1 and 2 The final report accounts for 70 of
assessment and assessment is based on all four intended outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 100
1 Proposal 15
2 Progress report
(including discussion and
consultation with
supervisor)
15
3 Final report 70
Total 100
52
Student Study
Effort Expected Lecturer-student contact
Workshops 6 Hrs
Consultationsupervision 25 Hrs
Other student study effort
Self-study 120 Hrs
Total student study effort 1285 Hrs
Reading List and
References
References
Anderson J amp Poole ME (2002) Assignment and thesis writing
(4th
ed) Milton John Wiley amp Sons
Babbie E (2012) The practice of social research (13th
ed)
Cengage Learning
Bryman A (2011) Business research methods Oxford amp New
York Oxford University Press
Creswell J W (2007) Qualitative inquiry and research design
Choosing among five approaches (2nd
ed) Thousand Oaks CA
Sage Publications
Creswell J W (2008) Research design Qualitative
quantitative and mixed methods approaches (3rd
ed) Thousand
Oaks CA Sage Publications
Davis K A (1995) Qualitative theory and methods in applied
linguistics research TESOL Quarterly 29(3) 427-453
Doumlrnyei Z (2007) Research methods in applied linguistics
Oxford Oxford University Press
Doumlrnyei Z (2010) Questionnaires in second language research
Construction administration and processing (2nd
ed) New
York NY Routledge
Harmon C (2000) Using the internet online services and CD-
ROMs for writing research and term papers (2nd
ed) New York
amp London Neal-Schuman
Kumar R (2005) Research Methodology A step-by-step guide
for Beginners (2nd
ed) SAGE Publication
Merrigan G (2004) Communication Research Methods
Belmont CA WadsworthThomson Learning
Polonskey M J (2005) Designing and Managing a Research
53
Project A Business Studentrsquos Guide Thousand Oaks CA SAGE
Ruane J M (2005) Essentials of Research Methods A Guide to
Social Science Research Malden MA Blackwell
Silverman D (2013) Doing qualitative research A practical
handbook London SAGE
Zikmund W (2003) Business research methods (7th
ed) South-
Western of Thomson Learning
Additional papers and books relevant to the studentrsquos specific
project topic will be identified by the student or recommended by the
supervisor
54
Subject Code SPD3225
Subject Title Written English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build studentsrsquo competencies in
professional written English It is designed to enable students to
write in a crisp efficient professional style that gets the required
results by focusing on the readerrsquos needs and minimising any
chances of misunderstanding
Secondary objectives are to expand studentsrsquo range of language and
to improve accuracy tone and cohesion
Modern Professional Style will be analysed practised and mastered
to gain the benefits of precision of expression enhanced
relationships and accountability
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a analyse their readersrsquo needs and select information accordingly
b write concisely and without ambiguity of message
c create a positive impression through improved accuracy and
tone
d accomplish demanding writing tasks within desired timeframes
The above will include attention to and feedback on a range of
studentsrsquo written English skills
range of language
grammatical accuracy
organisation and coherence
toneappropriacy
55
Subject Synopsis
Indicative Syllabus
Part 1 Modern Professional Style for Email
Effective vs ineffective written communication
Being able to apply key principles and techniques of Plain English
Developing an awareness of the needs of the reader Critically
comparing the features of effective and ineffective written texts
Creating a reader-friendly document
Making key information stand out frontloading key information
using vertical lists and using parallel structure
Modern Professional Style
Using key principles and techniques such as conciseness and an
appropriate register (neutral style vs informal style)
Developing an appropriate tone
Creating a sincere professional image through vocabulary
selection grammatical voice and positive tone
Genre specific patterns
Recognising and applying appropriate patterns for a variety of
purposes particularly
Dealing with enquiries
Discussing and agreeing terms
Expressing dissatisfaction
Responding to customer problems
Linguistic range and accuracy
Being better able to select appropriate vocabulary and control
grammatical accuracy Being able to identify and correct common
errors in written texts
Part 2 Modern Professional Style for Reports
Applying the appropriate techniques from Part 1 to short reports
and proposals Being able to effectively select and organise relevant
information in order to write a well organised reader friendly report
or proposal
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the professional written English
Step 2 Students analyse texts and - with guidance - discover key
language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
56
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy tone
conciseness etc
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods tasks
weighting
Intended subject
learning outcomes
to be assessed
a b c d
Continuous Assessment 50
1 Communicating with
colleagues or customers 20
2 Short report or proposal 30
Examination (BULATS
Writing Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate in written English in a business
context The tasks also indirectly address in terms of content For
example the assessed tasks may require students to synthesise
business information from different functional units of an
enterprise discuss how best to deal with an ethical dilemma facing
an enterprise andor use their global outlook to decide the best way
to deal with a business-related communication task
Subject Intended Learning Outcomes (SILOs)
Each of the three assessment tasks allow the SILOs to be assessed
The assessed tasks are however different from each other in that
they elicit from students a range of relevant text types eg
responding to an enquiry expression dissatisfaction asking a
colleague for clarification writing a short marketing report etc
Each task is designed to elicit a representative sample of language
from which studentsrsquo range accuracy organisation coherence
and tone appropriacy can be assessed Task completion will also
be assessed written communication often has a specific objective
and whether or not a text achieves its objective needs to be
considered in awarding grades for communicative ability
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
57
Criteria and descriptors vary slightly between the formative tasks
and the BULATS Writing Test but the core underlying language
skills are very similar
Student Study
Effort Expected
Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Books References
Ashley A (2000) A handbook of commercial correspondence
Oxford Oxford University Press
Brock SL (2003) Better business writing techniques for
improving correspondence (4th
ed) Menlo Park CA Crisp
Learning
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Oxford
Macmillan
Bilbow Grahame T (2004) Business writing for Hong Kong (3rd
ed) Hong Kong Longman
Holt R D Grigor amp N Sampson (2004) Email International
business correspondence for all occasions Hong Kong
Macmillan
McCarthy M et al (2009) Grammar for business Cambridge
University Press
Mascull Bill (2010) Business vocabulary in use Advanced
Cambridge Cambridge University Press
Mascull Bill (2010) Business vocabulary in use Intermediate
Cambridge Cambridge University Press
Pile L (2004) E-mailing Addlestone UK DELTA Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
58
Subject Code SPD3226
Subject Title Spoken English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build a broad awareness of and develop
the spoken English communication skills that are increasingly
needed to achieve successful outcomes in a range of fairly
demanding work-related situations
This is a task-based subject in which students encounter a range of
simulated professional situations focussed on problem solving and
presentations The contexts are designed to provide opportunities to
introduce analyse and practise a range of functional language (eg
the language of negotiating options promising action clarifying
meaning etc) with particular attention to tone and register A
secondary objective is to expand studentsrsquo professional vocabulary
Intended Learning
Outcomes
On successfully completing this subject students will have the
language skills to be able to do the following in a professional and
appropriate manner
a establish a professional relationship in an appropriate manner
b contribute to and if necessary manage a problem-solving
meeting in a professional and appropriate manner
c present themselves their ideas and the products and services of
a company or organisation
d negotiate in a professional and appropriate manner
The above will include attention to and feedback on a range of
studentsrsquo spoken English skills
range of language
grammatical accuracy
pronunciationstressintonation
discourse management
interactive communication skills
59
Subject Synopsis
Indicative Syllabus
Communicating in Groups
Functional language for
contributing to meetings (eg asking for and giving opinions
dealing with interruptions clarifying etc)
managing meetings (eg setting objectives asking for
clarification keeping to the point summarising etc)
problem-solving (eg stating options balancing arguments
changing your approach etc)
decision making (eg making a suggestion expressing doubt
stating future action etc)
Presenting Persuasively
Functional language and communication techniques for
Laying solid foundations the start the finish signposting
Powerful techniques eg repetition rhetorical questions the
rule of three
Being positive and dramatic power words amp convincing
language storytelling and anecdotes
Handling questions paraphrasing questions answering
strategies
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the target language in realistic professional
contexts
Step 2 Students analyse audiovideo recordings and transcripts
and with guidance-discover key language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy pronunciation
etc
60
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
method tasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
50
1 Three- way problem-
solving discussion 25
2 Individual
presentation 25
Examination
(BULATS Speaking Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate more effectively and efficiently in
professional spoken English in a business context
Subject Intended Learning Outcomes (SILOs)
The three assessment tasks allow each of the 4 SILOs to be
assessed at least twice Each task is designed to elicit a
representative sample of language from which studentsrsquo range
accuracy discourse management pronunciation stress
intonation and interactive abilities can be assessed
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
Criteria and descriptors vary slightly from one assessed task to
another depending on the exact skill-set to be assessed but the core
underlying language skills are very similar
Student Study
Effort Expected Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
As this is a language skills subject it does not require extensive
academic reading but rather extensive exposure analysis and
practice Students may find the following sources useful
Recommended Books References
Allison J amp P Emmerson (2007) The business intermediate
studentrsquos book with DVD ROM Oxford Macmillan
Centre for Professional and Business English (2002) Business
61
English kit for HK executives common errors business writing
amp social English Hong Kong Economic Times
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Macmillan
Oxford UK
Mascull Bill (2002) Business vocabulary in use intermediate
Cambridge Cambridge University Press
Mascull Bill (2004) Business vocabulary in use Advanced
Cambridge Cambridge University Press
McCarthy M et al (2009) Grammar for business Cambridge
Cambridge University Press
Murphy R (2012) English grammar in use with answers A self-
study reference amp practice book for intermediate students of
English (4th
ed) Cambridge Cambridge University Press
Online Resources
General
BBC Learning English
wwwbbccoukworldservicelearningenglishgeneral
Presentations
Presentation Magazine wwwpresentationmagazinecom
PolyU ELC
httpelcpolyueduhkcillpresentationsordering_questionhtm
Podcasts
Business English Pod wwwbusinessenglishpodcom
English Pod wwwenglishpodcom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
62
Subject Code SPD4337
Subject Title English and Chinese in Contrast
Credit Value 3
Level 4
Medium of
Instruction
English (Chinese is used only when a Chinese term is referred to)
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Linguistic Knowledge in English and Chinese would be helpful for
deeper understanding of this course
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This is a comprehensive linguistic course highlighting the
differences between English and Chinese through a linguistic
study of both It aims to develop studentsrsquo awareness of the
contrastive linguistic differences and similarities in Chinese and
English With daily examples students should be able to identify and
analyse critically the structures and functions of these languages and
apply the subject knowledge to solve linguistic problems encountered
in professional and workplace discourses and in daily communication
situations This subject will also encourage studentsrsquo examination of
the intercultural linguistic difference between the east and the west as
well as the intra-cultural differences within the Greater China region
essential to translation and other integrated use of English and
Chinese for professional communication
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a recognise the significance of contrastive analysis in professional
communication
b develop an understanding of the linguistic differences and
similarities between Chinese and English
c identify and analyse critically the structures and functions of these
languages
d apply the subject knowledge to the explanation of linguistic
phenomena encountered in professional discourses and in day-to-
day communication situations
e examine the intercultural difference between the east and the west
as well as the intra-cultural differences within the Greater China
region linguistically essential to translation and other integrated
use of English and Chinese for professional communication
63
Subject Synopsis
Indicative
Syllabus
Overview of Contrastive Analysis
Introduction to contrastive analysis in linguistics function and
importance of contrastive analysis in linguistics evolution of and
philosophies behind the Chinese and English languages
Linguistic Differences and Similarities between Chinese and
English
Fundamental Linguistic characteristics of English and Chinese
contrastive study of English and Chinese phonetics and phonology
word formation morphology grammar syntax semantics
Cross-cultural Translation and Communication
Translation skills (order form structure) language of respect and
humanity face politeness conventional cognition of English and
Chinese
Teaching
Learning
Methodology
Lectures will introduce and explain the principles and various
approaches to contrastive language studies with specific reference to
examples drawn from the greater China region and the English-
speaking countries wherever appropriate and invite sharing of
observations through group discussion
Tutorials provide students the opportunity to deepen their
understanding of the concepts taught in lectures and to understand the
linguistic differences and similarities between Chinese and English as
well as cultural differences in Chinese and English through tutorial
exercises student presentations and group discussions
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d e
Continuous Assessment 60
1 Group project with
individual components 35
2 Mid-term test 15
3 Participation and in
class work 10
Examination 40
Total 100
64
Student Study
Effort Expected Class contact
Lecture 26 Hrs
Tutorial 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
Yule G (2010) The study of language (4th
ed) UK Cambridge
University Press
潘文國 (2013) 漢英語言對比概論 北京 商務印書館
References
Chen D (2011) Contrastive linguistics between Chinese and
English Beijing Foreign Language Teaching and Research Press
Hatim B (1997) Communication across cultures Translation theory
and contrastive text linguistics Exeter Exeter University Press
Nida E A (1993) Language culture and translating Shanghai
Shanghai Foreign Language Education
Snell-Hornby M (2001) Translation studies An integrated
approach Amsterdam John Benjamins
何善芬 (2002) 英漢語言對比研究 上海 上海外語敎育出版社
卉君 (1993) 漢語基本知識 香港 商務印書館
黃伯榮 amp 廖序東 (2011) 現代漢語 北京 高等教育出版社
金惠康 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
李德津 amp 程美珍 (2008) 外國人使用漢語語法 (修訂本) 北京
北京語言大學出版社
蕭立明 (2010) 英漢比較硏究與翻譯 上海 上海外語敎育出版
社
陳定安 (1997) 英漢比較與翻譯 香港 商務印書館
王武興 (2003) 英漢語言對比與翻譯 北京 北京大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
65
Subject Code SPD4346
Subject Title Translation for the Media
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Basic knowledge in SPD3189 Translation for the Workplace or
equivalent
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject introduces to the students the features and practices of
the media industry in Hong Kong and important concepts and
techniques in the translation of media documents including news
reports magazine articles web pages etc It provides sufficient
practice to help students acquire hands-on experience and essential
skills to develop expertise in media translation
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the features and practices of the media industry in Hong
Kong
b analyse different formats and styles of English and Chinese
media texts and
c form and apply appropriate approaches and strategies for
translation tasks of different media texts
Subject Synopsis
Indicative Syllabus
Features and Practices of Media Industry in Hong Kong
Todayrsquos media Functions of the mass media Fundamental
considerations of media translation Tasks of a media translator
Characteristics of Media Language
Nature of media language Semantic level Syntactic level Rhetoric
level Features of English and Chinese media writings
Translation Skills Approaches and Strategies for Media
Documents
Transliteration literal translation liberal translation and combined
translation Addition omission repetition reversion and
rearrangement of words and expressions Balance of accuracy
fluency and expressiveness Adapting editing and re-writing texts
Translation for Printed Media
Translation strategies and approaches for different types of printed
media writings including news reports magazine articles editorials
etc
66
Translation for Electronic Media
Translation strategies and approaches for different types of
electronic media writings including TV and radio broadcast
internet etc
TeachingLearning
Methodology
Lectures focus on the introduction and explanation of translation
theories and concepts with specific reference to different media
documents wherever appropriate Group discussions are arranged
regularly Tutorials provide students with the opportunity to deepen
their understanding of the concepts taught in lectures and to apply
the theories in practice The activities in tutorials normally include
discussion practice and presentation related to both the source text
and the target text of media documents
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments (eg
test reflective journal case
study)
20
3 Group assignments (eg
project report research
paper)
10
4 Class participation 10
Examination 40
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
67
Reading List and
References
Recommended Textbook
There is no prescribed textbook This is a dynamic course which
mainly involves current media documents in Hong Kong Lecture
summary and supplementary notes may be distributed from time to
time
References
Ho W K (2001) Media translating In An Encyclopedia of
Translation Chinese-English eds Chan Sin-wai amp David E
Pollard (pp 651 ndash 657) Hong Kong The Chinese University Press
Itule BD amp Anderson DA (2007) News writing and reporting
for todayrsquos media (7th
ed) New York McGraw Hill
McLoughlin L (2000) The language of magazines London
Routledge
Reah D (2002) The language of newspapers (2nd
ed) London
Routledge
朱伊革 (2007) 英語新聞的語言特點與翻譯 上海 上海交通大
學出版社
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版
金惠香 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
康照祥 (2005) 媒體識讀 臺北 揚智文化
端木義萬 (2000) 傳媒英語研究 北京 中國社會科學出版社
廖柏森 (2007) 新聞英文 閱讀與翻譯技巧 臺北 眾文圖書公
司
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
賴蘭香 (2012) 傳媒中文寫作 香港 中華書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
68
Subject Code SPD4468
Subject Title Writing for Marketing and Public Relations Purposes in English
Credit Value 3
Level 4
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Marketing Management and Public Relations
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject stresses the importance for marketing and PR
professionals to communicate effectively to their target audiences
It equips students with the essential conceptual and analytical skills to
enable them to write a range of effective marketing and PR materials in
English which observe common textual conventions used by
professional marketing and PR writers
The primary focus is on creating effective advertisingpromotional
copy and effective media releases as these are the most common ways
of reaching a target audience Students will also become acquainted
with other text types including backgrounders brochures and broadcast
scripts
Recent technological changes are covered to give students an
understanding of how technology has impacted written communication
skills in the marketing and PR industries
Intended
Learning
Outcomes
Upon successful completion of this subject students will be able to
a identify the intended public and the nature of various media in
planning and writing marketing and PR text
b apply marketing and public relations writing skills to produce
effective promotionaladvertising copy and press releases that reach
their target audience with the desired effect
c recognise and understand legal and ethical problems associated
with marketing and public relations writing and adjust writing style
to avoid these and
d proofread a range of marketing and public relations texts to
improve accuracy by identifying a range of common grammatical
errors
69
Subject
Synopsis
Indicative
Syllabus
The subject develops studentsrsquo awareness of how a range of effective
marketing and PR texts are constructed and helps them develop their
own professional writing skills to produce texts with similar features
It uses genre analysis to analyse the lsquomovesrsquo used by effective
marketing and PR writers in a range of markets and media and
provides many opportunities for students to produce and critically
evaluate their own texts
PART 1 Before you Start Writinghellip
a) Setting communication objectives
Adopting a problem-solution mindset
Defining your target audience
Defining what you want your writing to achieve
b) Considering legal and ethical issues
Defamation
Privacy
Inclusiveness
Gender-neutral writing
lsquoGreenwashrsquo
PART 2 Writing Copy that Sells
a) Key lsquomovesrsquo of successful promotionaladvertising texts
Getting the readerrsquos attention and holding it
Writing from the readerrsquos point of view
Putting human benefits before features
Identifying your USP
Establishing your credibility
Showing that the value exceeds the price
Telling the reader what to do next
Giving the reader a reason to act now
Creating a compelling headlinetagline
b) Critical evaluation of a range of authentic promotionaladvertising
texts in different media
c) Analysis of common linguistic errors in promotionaladvertising
texts written by Chinese L1 writers
PART 3 Writing Successful Media Releases
a) Key lsquomovesrsquo of successful media releases
Identifying a strong news angle
Getting the story into the lead paragraph
Adding high-impact quotes
Creating a compelling headline
Maintaining an objective and neutral tone
b) Critical evaluation of a range of authentic media releases
c) Analysis of common linguistic errors in media releases written by
Chinese L1 writers
70
Teaching
Learning
Methodology
The approach to teaching and learning will incorporate
a) guided discovery
b) skills development in focused tasks and
c) opportunities for students to demonstrate individually their
improved competence
Class time will focus on a discovery-based approach in which students
through guided analysis of model texts will critically evaluate a range
of successful (and occasional unsuccessful) marketing and public
relations copy to identify key features
Students will go on to develop their ability to incorporate these
features into their own writing apply their understanding by
synthesising a range of writing techniques and skills to produce
effective texts of their own in group and individual writing activities
There will be a balance between group work and individual
participation Group work will prepare students to work effectively
with other team members Individual writing tasks and other tasks will
develop a sense of personal responsibility for the quality of their own
communication
Students are expected to read widely on the subject The lecturer will
direct students to one or more specific articles that consolidate and
expand the skill(s) that have been covered that week Alternatively
students may be expected to read some of the theoretical material
before class and come to class already informed of key principles
There is no distinction between lectures and tutorials for this subject
71
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Final Examination 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to approval of the School Programme Committee
Student Study
Effort Expected
Class contact
Lessons 39 Hrs
Self-study and class preparation 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbook
The material is based on the work that the Centre for Professional and
Business English (CPBE) of PolyU carries out with organisations and
working adults in Hong Kong Students will receive the core course
material in two in CPBE-written modules
Part A Writing Copy that Sells
Part B Writing PR Copy
72
References
Aronson M Spetner D amp Ames C (2007) The Public Relations
Writers Handbook The Digital Age 2nd Edition San Francisco
JosseyBass
Bivins T H (2013) Public Relations Writing The Essentials of Style
and Format 8th
Edition McGraw-Hill
Bly RW (nd) The Fundamentals of Persuasive Writing Retrieved 15
December 2015 from wwwblycomPagesdocumentsTFOPWhtml
Farrall C and Lindsley M (2008) Professional English in Use
Marketing Cambridge Cambridge University Press
Harrington J (2015) RIP press releases hello integration and
goodbye PR Welcome to the future of our industry Retrieved 15
December 2015 from wwwprweekcomarticle1366952rip-press-
releases-hello-integration-goodbye-pr-welcome-future-industry
Hayden CJ (2009) Increase Your Signal-to-Noise Ratio Retrieved 15
December 2015 from wwwgetclientsnowcomsignal-to-noise-
ratiohtm
Makepeace C (2009) How to Create a Killer Ad Retrieved 15
December 2015 from
wwwmakepeacetotalpackagecomarchiveshow-to-create-a-killer-ad
Rich C (2012) Writing and Reporting News 7th ed Belmont
California Wadsworth
Ross K (2015) How to Write a Press Release in One Easy Lesson
Retrieved 15 December 2015 from wwwkayrosscompress-
releasehtml
Ross K (2015) Why Should I Visit Your Website - And Why Should I
Stick Around Retrieved 15 December 2015 from
wwwkayrosscomwhy-websitehtml
Schermerhorn M (2005) Writing Great Website Sales Copy
Retrieved 15 December 2015 from httpezinearticlescomWriting-
Great-Website-Sales-Copyampid=36763
Scott DM (2013) The New Rules of Marketing amp PR How to Use
Social Media Online Video Mobile Applications Blogs News
Releases and Viral Marketing to Reach Buyers Directly Hoboken NJ
John Wiley amp Sons
Smith R D (2008) Becoming a Public Relations Writer A Writing
Process Workbook for the Profession 3rd ed Routledge
73
Swain JW amp Swain KD (2014) Effective Writing in the Public
Sector Armonk USA Routledge
Whitaker W R Ramsey J E and Smith R D (2012) Media writing
print broadcast and public relations 4th ed New York Routledge
Wilcox D L (2012) Public Relations Writing and Media
Techniques 7th ed Pearson
Yopp J J and McAdams K (2014) Reaching Audiences a Guide to
Media Writing 6th ed Boston Allyn amp Bacon
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
74
Subject Code SPD4556
Subject Title Languages in Contemporary Societies
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to help the students to understand the
social nature of language to be keenly aware of the product and process
of languages in contact and cross-language influence in the accelerated
globalising society and to be able to apply the sociolinguistic knowledge
learned in class to analyse and evaluate language use in various social
and cultural contexts
Intended
Learning
Outcomes
Students are expected to be able to
a Articulate the social nature of language and the role of language in
both reflecting and constructing a speakers social identity
b Acquire acute awareness and understanding of the dynamics of
language variation and change in multilingual and multicultural
societies
c Appraise critically language-related issues and exercise critical
judgment in evaluating language use in various social and cultural
contexts
d Apply sociolinguistic knowledge to describe and explain the
phenomena of human interaction the students encounter
e enhance critical thinking in the course of study a theoretical subject
socio-linguistics
f enhance biliteracy and trilingualism by virtue of a deeper
understanding of language use in cosmopolitan multi-lingual cities
like Hong Kong
Subject
Synopsis
Indicative
Syllabus
1 Language and social identity
2 Bilingualism and diglossia
3 Societal multilingualism
4 Code-mixing and code-switching
5 Linguistic variation and change
6 Language culture and thought
7 Register genre and style
8 Language and internet development
9 New Media Literacy
75
Teaching
Learning
Methodology
Theory and practice will be fully integrated throughout the subject In
addition to the provision of key concepts of the subject and guidance on
applications highly interactive seminars are designed to encourage
active participation from the students in classroom discussion
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation 20
2 Quiz 20
3 Term paper 40
4 Class participation 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed by presentation quiz and term paper While
the quiz assesses the studentsrsquo grip of the subject matter of a general
nature the presentation and term paper will involve applying the
conceptual resources learned in the subject to describe critically
evaluate and explain some samples of language use in society Besides
the participation tutorial encourages the students to participate actively
in discussion and critically responds to the teacher and fellow classmates
in academic debates
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Supervised studies group work 35 Hrs
Library search fieldwork own research 35 Hrs
Total student study effort 109 Hrs
76
Reading List and
References Aitchison Jean and Diana M Lewis (ed) 2003 New Media
Language London Routledge
Auer Peter (ed) 2007 Style and Social Identities Alternative
Approaches to Linguistic Heterogeneity New York Mouton de
Gruyter
Bonvillain Nancy (2014) Language culture and communication
the meaning of messages [The Seventh Edition] Upper Saddle
River NJ Pearson
Claika Elaine 1994 Language The Social Mirror (3rd Ed) Heinle
amp Heinle
Deborah Tannen and Anna Marie Trester (ed) 2013 Discourse 20
language and new media Washington DC Georgetown University
Press
Eckert Penelope amp Sally McConnell-Ginet 2013 Language and
Gender [The Second Edition] Cambridge University Press
Fasold Ralph 1996 The Sociolinguistics of Language Oxford
Basil Blackwell
Holmes Janet 2013 An Introduction to Sociolinguistics [The
Fourth Edition] Longman
Wardhaugh Ronald (2015) An Introduction to Sociolinguistics
[The Seventh Edition] Chichester John Wiley amp Sons Inc
Stockwell Peter 2007 Sociolinguistics A Resource Book for
Students Routledge
教育部語言文字信息管理司組編《中國語言生活狀況報告》
2005 2006 2007 2008 2009 2011 北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
77
Subject Code SPD4558
Subject Title Applied Translation Studies
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to produce students who understand the factors
involved in communication across two languages who have an
awareness of the different levels of meaning in a text who can use this
awareness to evaluate both source texts and their translations who
have an awareness of basic issues concerning translation as a
profession It will also assist students to examine texts and analyse the
linguistic and sociolinguistic issues underlying communication across
cultures
Intended
Learning
Outcomes
Students are expected to be able to
a understand linguistic and cultural issues in translation
b analyse texts from the point of view of a translator
c identify translation problems in relation to syntax lexis function
and cultural issues to classify them and to find solutions
d translate texts of various types using appropriate strategies and
procedures
e become thinking translators
f students are expected to develop the ability of critical thinking and
cultural appreciation
Subject
Synopsis
Indicative
Syllabus
1 introduction- what translation studies does
2 science of translationmdashlinguistic approach to translation
3 dynamic equivalence
4 type reader translator strategy (functionalist approach)
5 text analysis in translation
6 translation procedures
7 translation of metaphor
8 translation of terminology
9 cultural issues in translation
10 multilingualism in a monolingual text
11 translation in the context of bilingualism and biculturalism
78
Teaching
Learning
Methodology
This subject will be conducted in lectures and seminars Assignments
will be designed to provide tasks which encourage and develop critical
analysis and evaluation as well as encourage and develop the
discussion of their own work and existing translations
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 One paper 80
2 Class
participation
amp paper-conducting
20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed in the form of essays describing
translation problems encountered by the students using theories learned
in class and readings and analyse existing translations
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Peter Newmark A Textbook of Translation (New York Prentice Hall
1988) Eugene A Nida ldquoDynamic Equivalence in Translationrdquo in An
Encyclopaedia of Translation (Hong Kong Chinese University Press
1995) pp223-230
Jin Di ldquoEquivalent Effect in Translationrdquo in An Encyclopaedia of
Translation (Hong Kong Chinese University Press 1995) pp231-234
Roman Jakobson ldquoOn Linguistic Aspects of Translationrdquo Theories of
Translation eds Rainer Schulte and John Biguenet (Chicago and
London University of Chicago Press 1993) pp 144-151
Marilyne Rose ldquoTranslation Types and Conventionsrdquo Translation
Spectrum ed Marilyne Rose (Albany State University of New York
Press 1981) pp31-40
Katharina Reiss ldquoText Types Translation Types and Translation
79
Assessmentrdquo Readings in Translation Theory ed Andrew Chesterman
(Helsinki Oy Finn Lectura Ab 1989) pp106-115
Juliane House ldquoTranslation Quality Assessmentrdquo Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 157-161
Christiane Nord Translation as a Purposeful Activity St Jerome
(1997)
Marrlyne Rose ldquoTime and Space in the Translation Process in
Translation Spectrum pp 1-7
Vinay amp Darkelnet ldquoTranslation Proceduresrdquo in Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 61-69
Jin Di amp Eugene Nida On Translation 中國對外翻譯出版公司
1984
JC Catford A Linguistic Theory of Translation Oxford Univ Press
1965
孫述宇金聖華《英譯中》香港中文大學校外進修部
1975
張培基等《英漢翻譯教程》上海瓦與教育出版社2007
譚載喜《新編奈達論翻譯》北京對外翻譯出版公司1999
劉靖之ldquo重神似不重形似rdquo《翻譯論集》(香港三聯書店
1989) pp1-15
羅新璋 ldquo我國自成體系的翻譯理論rdquo《翻譯論集》(香港商務
印書館1989) pp1-19
林語堂 ldquo論翻譯rdquo 《翻譯論集》(香港三聯書店1989)
pp32-47
趙元任ldquo論翻譯中信達雅的信的幅度rdquo《翻譯論集》(香
港三聯書店 1989)pp48-63
陳西瀅 ldquo論翻譯 rdquo《翻譯論集》(北京商務出版社
1989)pp 400-408
曾虛白ldquo翻譯中的神韻與達rdquo《翻譯論集》(北京商務出版
社 1989)pp 409-416
80
傅雷ldquo翻譯與臨畫 mdash《高老頭》重譯本序rdquo 《翻譯論集》(香
港三聯書店1989) pp 68-69
傅雷關於翻譯的通信《翻譯論集》(香港三聯書店1989)
pp 70-78
錢鍾書ldquo林紓的翻譯rdquo《翻譯論集》(香港三聯書店1989)
pp 302-332
黃宣範ldquo翻譯的語言基礎rdquo《翻譯與語意之間》(台北聯經出
版事業公司1993)pp217-242
《翻譯季刊》香港翻譯學會
《中國翻譯》中國翻譯者協會
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
81
Subject Code SPD4559
Subject Title Bilingual Communication Workshop
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The aim of this subject is to achieve better co-ordination and
integration for the learning of Chinese (including Putonghua) and
English among the students and to better prepare students for
professional environments where the two written codes and three
spoken languages will be either simultaneously interchangeably or
integratively used It is believed that such environments are the
norm in both the private and public sectors of Hong Kong and that
graduates from this programme will be expected to assume as
executives the role of linguistic brokers or intermediaries in these
environments
This subject focuses on enhancing studentsrsquo biliterate and trilingual
skills as well as integrated bilingual communication via a lsquolearning
by doingrsquo approach whereas SPD3263 focuses on developing
studentsrsquo grip on the conceptual resources related to bilingual
communicative norms and the conduct and content of bilingual
communication especially its integrated form
Intended Learning
Outcomes
Students are expected to be
a knowledgeable of the types and features of bilingual
communication in both the private and public sectors
b skilled in parallel drafting of documents in both Chinese and
English and in integrated forms of bilingual communication
c able to conduct a range of acts of verbal and non-verbal
communication such as speech opening amp closing
complimenting amp toasting informational probing amp querying
criticising amp self-defending in a professional manner in cross-
cultural and professional contexts
d bilingual norms of language-mediated communication
e communicative norms of inter-cultural communication
f rhetorical tasks involving queries critique ampor lobbying
82
Subject
Synopsis
Indicative
Syllabus
1 making amp defending a case in both Cantonese Putonghua amp
English
2 conducting parallel case documentation in both Chinese and
English
3 making queries in Cantonese Putonghua and English
4 conducting integrated bilingual communication
Teaching
Learning
Methodology
This subject will be conducted in a highly interactive workshop mode
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks~
weighting
Intended subject learning outcomes to
be assessed
a b c d e f
Continuous
Assessment
100
1 Three oral
exercises 55
2 Two written
exercises 35
3 Feedback
given as a
consultant^
10
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
As an advocate (25) as a fact-finder (10) as a critic (20)
^ Consultant is a role-play position in the simulated class exercises The role
of the consultant in class exercises is to offer helpful suggestions to other
players for improvement This part of assessment is a minor class work
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Guided Supervision 13 Hrs
Other student study effort
Preparation amp Practices 35 Hrs
Writing Exercises 35 Hrs
Total student study effort 109 Hrs
83
Reading List and
References References
Argenti P (2007) Corporate communication (4th
ed) New York
NY McGraw-HillIrwin
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
Chaney LH amp Martin JS (2014) Intercultural business
communication (6th ed) Upper Saddle River NJ PearsonPrentice
Hall
John Sinclair (Eds) (2011) Collins Cobuild English dictionary for
advanced learners Bishopbriggs Glasgow HarperCollins
Mascull B (2010) Business vocabulary in use Advanced (2nd
ed)
Cambridge Cambridge University Press
Mascull B (2010) Business vocabulary in use Intermediate (2nd
ed) Cambridge Cambridge University Press
中國社科院語言研究所詞典編輯室 (2016) 現代漢語詞典 香港
商務印書館
中國社會科學院語言研究所 (2011) 新華字典(第 11 版) 北京
商務印書館
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
香港理工大學中文及雙語學系 (2010) 理大實用中文寫作手冊
香港 香港理工大學中國語文教學中心
陸谷孫(2008)英漢大詞典 上海上海譯文出版社
經濟日報出版社 (2002) 中國商務應用文書手冊 香港 經濟日
報出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
84
Subject Code SPD4563
Subject Title Chinese Media in the Bilingual Context
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject presents and explores issues of bilingualism and
multiculturalism in Chinese media practice in the accelerated globalising
and pluralistic societies of today utilising conceptual resources from
bilingualism and discourse analysis The students are encouraged to
reflect and generalise the use of language and languages in media
discursive practice and to apply and extend their creative and critical
thinking capacity as well as their bilingual knowledge and skills through
analysing and practicing different media genres in Hong Kong and the
related Cultural China regions
Intended
Learning
Outcomes
Students are expected to be able to
a acquire a good understanding of the sociocultural and
sociolinguistic characteristics of Chinese media in Hong Kong and
its related Cultural China regions
b appraise critically language-related issues of media communication
in the accelerated globalising and digitalising world
c develop further bilingual knowledge and skills with an appropriate
usemix of signs styles and symbols for Chinese media production
in a pluralistic society
d develop critical and creative thinking via analysing and producing
different media products in Hong Kong and the related Cultural
China region
e develop integrated biliteracy and trilingualism with heightened
awareness and appreciation of the multilingual and multicultural
mix in Hong Kong and the related Cultural China regions
Subject
Synopsis
Indicative
Syllabus
1 Globalisation localisation and the development of Chinese media
2 Orality and literacy in Chinese media
3 New words and formation in Chinese media
4 Codemixing and codeswitching in Chinese media
5 Intertextuality and hybridity in Chinese media
6 Stylistic variations and changes in Chinese media
7 Signs and Symbols in Chinese media
8 Ideology and image transformation in Chinese media
85
Teaching
Learning
Methodology
The subject will be divided into lectures and seminars Lectures will
cover the major themes in the broadest form while seminars will
concentrate on the special topics andor case studies A combination of
various exercises including presentation class discussion and media
work production will be utilised to maximise the learning outcomes for
the students Tutorial sessions will be arranged to assist students to
complete their assignments satisfactorily
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e
Continuous
Assessment
100
1 Presentation 20
2 Class
participation 15
3 Media
production 45
4 Quiz 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Seminars 13 Hrs
Other student study effort
Readings amp Discussion 30 Hrs
Writing amp problem-solving tasks 50 Hrs
Total student study effort 119 Hrs
86
Reading List
and References
Baran Stanley J 2007 Introduction to Mass Communication Media
Literacy and Culture (Updated 4th ed) New York McGraw-Hill
Chan K J W Walls and D Hayward 2007 (ed) East-West
Identities Globalisation Localisation and Hybridisation Boston
Brill
Craig T J and R King 2002 Global Goes Local Popular Culture in
Asia Hong Kong Hong Kong University Press
Li David CS 1996 Issues of Bilingualism and Biculturalism A Hong
Kong Case Study New York Peter Lang
Lee CC JM Chan Z Pan and CY K So 2002 Global Media
Spectacle News War over Hong Kong New York State University of
New York Press
Machin D amp T V Leeuwen 2007 Global Media Discourse A
Critical Introduction New York Routledge
Meinhof U amp J Smith 2000 Intertextuality and the Media From
Genre to Everyday Life New York Manchester University Press
Wu D D (ed) 2008 Discourses of Cultural China in the Globalising
Age Hong Kong Hong Kong University Press
Lee Francis L F (2014) Talk radio the mainstream press and public
opinion in Hong Kong Hong Kong Hong Kong University Press
王建華主編 2006《資訊時代報刊語言跟蹤研究》杭州浙
江大學出版社
吳東英 許謙文 2000 方言變異還是語體變異 內地與香港娛
樂新聞的語篇差異分析《中國語文》第一期35-41頁
吳東英秦秀白吳柏基2004香港報刊語言口語化的表現形
式和功能《當代語言學》 第3期248-256頁
俞旭郭中實黃煜主編(1999)《新聞傳播與社會變遷》香
港中華書局
鄭慶君 2007《手機短信中的語言學》長沙湖南大學出版
社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
87
Subject Code SPD4564
Subject Title Classical Chinese for Today
Credit Value 3
Level 4
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help our student to break the language barrier that
prevents them to access the civilisation of Ancient China recorded in the
textual forms It enables students to acquire reading ability in Classical
Chinese by adopting the principled systematic approach devised by Wang
Li and his team at Peking University to the acquisition of Classical
Chinese on the part of undergraduate students The essence of this
approach is the division of teaching materials into three parts namely (1)
texts (2) basic vocabulary (3) grammatical patterns and relevant
knowledge with a strong sense of striking a balance between maximising
the utility of each of these three parts and integrating the three as far as
practicable
Intended
Learning
Outcomes
Students are expected to be able to
a acquire sufficient vocabulary to understand Classical Chinese
b acquire the basic grammatical features that are commonly found in
Classical Chinese
c make use of dictionaries and reference works that are instrumental
in studying Classical Chinese source material
d generalise and apply the knowledge acquired to comprehend newly-
encountered texts
e translate Classical Chinese into modern Chinese
f appreciate the historical developments of Chinese language
g relate the classical texts to the cultural historical philosophical and
social evolutions in China
h develop critical and logical thinking through learning Classical
Chinese in a systematic manner
i acquire life-long learning skills through the application of
dictionaries and reference works in the study
j enhance the appreciation of traditional Chinese civilisation
including culture history and philosophy
k identify the influences of traditional Chinese civilisation on the
contemporary world
l have a better sense of historic-national identity and responsibility
88
Subject
Synopsis
Indicative
Syllabus
A Selected Texts
1 Pose Zuozhuan (左傳) Mencius (孟子) Lunyu (論語)
Zhuangzi (莊子) Xunzi (荀子) Han Fei Zi (韓非子)
Zhanguoce (戰國策) Sun Zi (孫子兵法) Shiji (史記)
Hanshu (漢書)
2 Poem Shijing (詩經)Chuci (楚辭)Tangshi (唐詩)
Songci (宋詞)
B Vocabulary
1 The basic meanings and the extended meanings of the
lexical items found in the selected text
2 The synonyms and related words of the lexical items
3 The semantic change of the lexical items in the history of
Chinese language
C Grammatical features
1 Sentence types and their markers
2 Passive versus active sentences
3 Lexical categories Pronouns Connectives prepositions
adverbs and particles
4 The functional shift of lexical categories in Classical
Chinese
5 Word Order in Classical Chinese
D Relevant Knowledge
1 Major dictionaries and reference works in studying
Classical Chinese
2 The metrical patterns in poems and verses
3 The family names and personal names in Ancient China
4 The official titles Ancient China governments
5 The rituals and festivals of Ancient China
6 The astronomical calendar adopted in Ancient China
Teaching
Learning
Methodology
In addition to lectures provided by the subject teacher students will be
required to apply the taught skills to solve problems in understanding
Classical Chinese on their own Critical discussion on the different
commentaries and annotations of the selected texts will be held
Presentations on the socio-cultural aspects of Ancient China will also be
required
89
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes to be assessed
a b c d e f g h i j k l
Continuous
Assessment
50
Examination 50
Total 100
Continuous assessment items andor weighting may be adjusted by the subject
lecturer subject to the approval of the School Programme Committee
The subject will be assessed by assignments and examination The take-
home assignments assess the respective knowledge and skills for the subject
while the final examination assesses studentsrsquo vocabulary size
comprehension ability and translation skills of Classical Chinese
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self studies 60 Hrs
Course work (total 3) 9 Hrs
Total student study effort 108 Hrs
Reading
List and
References
王力主編2006《古代漢語》(校訂重排本)一至四冊北京中華
書局
張世祿2004《古代漢語教程》(修訂版)上下冊上海復旦大學
出版社
王力1984《談談學習古代漢語》濟南山東教育出版社
王力編2000《王力古漢語字典》北京中華書局
王政白1992《古漢語同義詞辨析》合肥黃山書社
楊伯峻何樂士2001《古漢語語法及其發展》(修訂本)北京
語文出版社
村夫向東1985《古漢語語法手冊》太原山西人民出版社
周振甫2004《怎樣學習古文》北京中華書局
張中行2007《文言津逮》北京中華書局
The Reading List and References are indicative Relevant reading materials
will be suggested and assigned from time-to-time when they are deemed
90
appropriate
91
Subject Code SPD4565
Subject Title Communications in Greater China
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
Greater China is a political plurality and is multicultural with policies
and practices of communications varying from polity to polity This
subject will provide students with a survey and understanding of the
social and media characteristics and the communicative norms that are
essential for interpreting evaluating and designing corporate
communication materials related to media relations in the region
Conceptual resources from global communication and cross-cultural
competence will be utilised with the hope to further develop the
studentsrsquo multilingual sensitivity and their multicultural competence
which should help them better adapt to their future professional life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a articulate the social systems and the characteristics of persuasive
communication in the Greater China region
b articulate the media systems and characteristics that are relevant
to media relations management in the region
c evaluate the appropriateness and effectiveness of the language for
persuasion in the region based on their acquired knowledge of the
communicative norms and variations within the region
d plan design and produce integrated materials for public
communication campaigns and managing publicity for the
corporation
e broaden outlooks with enhanced knowledge and understanding of
the linkages and differences in the Greater China region
f enhance biliteracy and trilingualism with heightened awareness
and performance in using different Chinese varieties and styles in
relation to the context of the region
Subject
Synopsis
Indicative
Syllabus
1 The emergence of the concept Greater China and its constituents
2 Governmental policies and practice of communications in Greater
China
3 Public opinions and corporate image management in Greater
China
4 External corporate communications in Greater China
interpersonal dimension
5 External corporate communications in Greater China media
systems and practice
92
Teaching
Learning
Methodology
In addition to attending lectures and tutorials students are provided with
tasks that require survey evaluation and comparison as well as practice
of various forms of corporate communication and of managing
interpersonal and media relations for the corporation in the region
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation
oral quiz 20
2 Problem set 40
3 Quiz 20
4 Participation
tutorial 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The presentation oral quiz allows the students to demonstrate their
understanding of lecture content and provides them with an opportunity
to deal with a special topic within the subject in depth The problem set
will involve applying the conceptual resources learned from the subject
to 1) critically evaluate and justify the suitability of persuasive
communication(s) in Greater China 2) critique the existing approaches
and construct an alternative model for persuasive communication in the
region andor 3) plan and design materials for effective public
communication campaigns in the region While the quiz assesses the
studentsrsquo grip of the subject matter of a general nature the students are
also encouraged to participate actively in class by discussing with their
fellow classmates in the QampA session after the presentation oral quiz
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and Discussion 35 Hrs
Writing and Problem-solving Tasks 35 Hrs
Total student study effort 109 Hrs
93
Reading List
and
References
Lu Xing Wenshan Jia and D Ray Heisey (ed) 2002 Chinese
Communication Studies Contexts and Comparisons Westport CT Ablex
Publishing
Miller Dan P amp Robert L Heath 2004 Responding to Crisis A Rhetorical
Approach to Crisis Communication Mahwah NJ Lawrence Erlbaum
Associates Publishers
Magala Slawomir (ed) 2005 Cross-cultural Competence London
Routledge
McPhail Tomas L 2006 Global Communication Theories Stakeholders
and Trends Malden MA Blackwell Publishing
Rawnsley Gary D and Ming-Yeh T Rawnsley (ed) 2003 Political
Communications in Greater China New York RoutledgeCurzon
Stiff James B and Paul A Mongeau 2003 Persuasive Communication
New York The Guiford Press
Wu Doreen D (ed) (2008) Discourses of Cultural China in the
Globalising Age Hong Kong Hong Kong University Press
Yu Bin (ed) 1996 Dynamics and Dilemma Mainland Taiwan and Hong
Kong in a Changing World New York Nova Science Publishers
陳國明主編 2004《中華傳播理論與原則》五南圖書出版股份有限
公司
胡泳ldquo在互聯網上營造公共領域rdquo《現代傳播》2010 年第 1 期
单业才编著 2007 《企业危机管理与媒体应对》北京 清華大學出
版社
林景新著 2009《网络危机管理》廣州暨南大學出版社
劉建明 2006 《新聞發布概論》北京 清華大學出版社
張海洋 2006《中國的多元文化與中國人的認同》民族出版社
翟學偉 1994 《面子 人情 關係網》河南人民出版社
翟学伟 2011 《中国人的脸面观 形式主义的心理动因与社会表
征》 北京大学出版社
朱海松 2010 《网络的破碎化传播传播的不确定性与复杂适应
性》中国市场出版社
單波石義彬劉學 2011《新闻传播学的跨文化转向》上海交通
94
大學出版社
石国亮 2012《新媒体时代公关案例》 研究出版社
黎佩兒 2012《香港傳媒-新聞自由與政治轉變》天地圖書出版
社
The Reading List and References are indicative Relevant reading materials will
be suggested and assigned from time-to-time when they are deemed appropriate
95
Subject Code SPD4566
Subject Title Consecutive Interpreting
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Pre-requisite SPD3262 Interpreting for the Professions
Objectives
This subject is designed to consolidate the basic interpreting skills
learnt in ldquoSPD3262 Interpreting for the Professionsrdquo and further
develop studentsrsquo interpreting abilities by training them to be able to
undertake consecutive interpreting (CI) tasks on general topics in
the workplace In this subject students will learn some essential CI
skills such as active listening note-taking and oral presentation to
behave professionally in CI Practice will focus on CI tasks on
various topics between Chinese (MandarinCantonese) and English
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a master the basic skills and strategies essential to CI
b recognise the specific requirements of an interpreting task
c make adequate preparation for a CI task
d apply CI to a wide variety of situational uses
e undertake interpreting tasks in the workplace
Subject Synopsis
Indicative Syllabus
1 Basic concepts of interpretation
Functions and features of different types of interpretation
Criteria for good interpretation
Professional ethics and practice
2 Skills for CI
Note-taking skills
Improvisation skills
Public speaking skills
Sight translation skills
TeachingLearning
Methodology
Classes will be conducted in a language laboratory in an interactive
mode Speech recordings on current affairs will be used in classes as
training materials to keep students updated on latest events to
widen their vocabulary and to enrich their repertoire of expressions
In addition audio and video recordings of professional interpreters
will be shown in order to expose learners to different interpreting
styles Students will also be asked to research on interpreting
assignments that cover a variety of topics on current local and
international issues Through class discussion students are guided to
develop self-evaluation and peer-evaluation skills
96
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Class
participation and
performance
10
2 Mid-term quiz 30
3 After-class
practice 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject adopts formative assessment method Specifically
students will be assessed through a series of quizzes in the course of
learning These quizzes will be conducted at different learning
stages to assess studentsrsquo performance under pressure and to
evaluate studentsrsquo progress of learning CI from Chinese (mainly
Cantonese) to English and English to Chinese (mainly Cantonese)
will carry equal weighting in the assessment
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises outside
class 39 Hrs
Reading lecture notes and doing interpreting
assignments 39 Hrs
Total student study effort 117 Hrs
Reading List and
References
Gentile Adolfo Uldis Ozolins amp Mary Vasilakakos 1996 Liaison
Interpreting A Handbook Melbourne Melbourne University Press
Gillies Andrew 2005 Note-taking for Consecutive Interpreting A
Short Course Manchester St Jerome Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
97
Subject Code SPD4568
Subject Title Translation for Business and Commerce
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to train students in the practice of translation for
business and commerce Students will be introduced to basic concepts
and principles relating to business and commercial translation
Through a variety of hands-on tasks students will acquire and apply
specific strategies and techniques to tackle translational problems in
various types of business and commercial texts Students will also
learn to think critically about ethical issues that professional
translators face in the industry
Intended Learning
Outcomes
At the end of the course students should be able to
a Reflect critically on basic concepts and principles relating to
business and commercial translation
b Identify specific strategies and techniques in solving
translational problems in business and commercial texts
c Apply the concepts principles strategies and techniques
acquired to the translation of various types of texts in the
business and commercial domain
Subject Synopsis
Indicative
Syllabus
1 the nature and function of business and commercial translation
2 basic concepts and principles
3 translating general business documents strategies and
techniques
4 translating technical financial documents strategies and
techniques
TeachingLearning
Methodology
This subject will be conducted in a highly interactive seminar mode
Lectures will be complemented by hands-on tasks and class
discussions Assignments will be designed to help learners apply the
knowledge acquired in class to practical translation work
98
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Assignment 1 25
2 Assignment 2 25
3 Assignment 3 25
4 Assignment 4 25
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Being a skill-oriented subject assessment is based primarily on
assignments and an end-of-semester class test
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References Brett Michael (2000) How to Read Financial Pages London Random
House
Downes J amp Goodman J E (2006) Barronrsquos Dictionary of Finance
and Investment Terms 7th edition New York Barronrsquos
Downes J amp Goodman J E (2003) Barronrsquos Finance amp Investment
Handbook New York Barronrsquos
周兆祥(2004)《財經翻譯精要》香港商務印書館
李德鳳(2007)《財經金融翻譯》香港香港大學出版社
白雲開 (2001)《21世紀商用中文書信寫作手冊》香港香港城
市大學出版社
張新紅李明 (2011)《商務英語翻譯》北京高等教育出版社
99
陳仕彬 (2003) 《金融翻譯技法》香港中文大學出版社
許建忠 (2003)《工商企業翻譯實務》香港中文大學出版社
方夢之毛忠明 (2008) 《英漢mdash漢英應用翻譯綜合教程》上
海上海外語教育出版社
李長栓 (2012) 《非文學翻譯理論與實踐》北京中國對外翻譯
出版公司
王恩冕 (2005) 《如何翻譯英語報刋經濟文章》北京對外經濟
貿易大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
4
8 ENTRANCE REQUIREMENTS
81 The minimum requirements for admission to the programme are
(a) Holders of an Associate Degree a Higher Diploma or equivalent qualification in
relevant disciplines awarded by recognised universities institutions
(b) Those who do not possess the above-mentioned qualifications but have reached
the age of 25 before 1 September in the year in which they seek admission may
apply as mature applicants Mature applicants should possess relevant working
experience in senior positions and have completed post-secondary studies in
related fields They will also be required to pass an admission test and
demonstrate to an Admission Interview Panel their ability to complete the
programme
82 Applicants who apply for admission with non-local qualifications are also required to
attain the following English language requirement
IELTS 60 or TOEFL 550 (paper based) 213 (computer based) 80 (Internet
based)
The above requirement may be exempted for applicants who have completed sub-
degree programmes or equivalent with English as the medium of instruction
9 CREDIT TRANSFER AND EXEMPTION
91 Credit Transfer
Students will be given credits for recognised previous study and the credits will be
counted towards meeting the requirements of the award Normally not more than
50 of the required number of credits for the academic award may be transferable
from approved institutions outside The Hong Kong Polytechnic University (PolyU)
For transfer of credits from programmes within the PolyU normally not more than
67 of the required credits for the award can be transferred In cases where both
types of credits are transferred not more than 50 of the required number of credits
for the award may be transferred Grades may or may not be given for the transferred
credits
The programme is an articulation degree programme Students normally will not be
given credit transfer for any required Cluster-Area Requirements (CAR) and Service-
Learning subjects under General University Requirements (GUR) and they must
complete at least 60 credits2 to be eligible for the award Students who have
completed comparable subjects at sub-degree studies may apply for exemption
Should exemption be granted students will be required to take other electives
(including free electives) to make up the total of 60 credits2 required
2 The minimum requirement of 60 credits does not include the Language and Communication
Requirements (LCR) subjects under GUR which are applicable to individual students
5
The granting of credit transfer is a matter of academic judgement In assessing the
transferability of subjects previously taken the syllabus of that subject should be
carefully scrutinised to ascertain that it is comparable to the curriculum of the
programme Other relevant information may also be required to ascertain the
academic standing of the institution offering the previous study Decision on granting
credit transfer lies with the School
For credit transfer of retaken subjects the grade attained in the last attempt should be
taken in the case of credit transfer with grade being carried over Students applying
for credit transfer for a subject taken in other institutions are required to declare that
the subject grade used for claiming credit transfer was attained in the last attempt of
the subject in their previous studies If a student fails in the last attempt of a retaken
subject no credit transfer should be granted despite the fact that the student may have
attained a pass grade for the subject in the earlier attempts
Students should not be granted credit transfer for a subject which they have attempted
and failed in their current study
The validity period of subject credits earned is 8 years starting from the year in which
the subject is completed (eg if the qualification credit was earned in 201617 the
validity period should count from 2017 for 8 years) Credits earned from previous
study should remain valid at the time when the student applies for transfer of credits
92 Exemption
Students may be granted exemption from taking certain subjects if they have
successfully completed similar subjects at a comparable level in other programmes
The credits associated with the exempted subjects will not be counted for satisfying
the credit requirements of the programme In such case students will be advised to
take other subjects to satisfy the credit requirements
10 CURRICULUM DESIGN
101 Outcome-based Curriculum
University education goes beyond merely mastering accumulation of factual
knowledge It is vital to develop studentsrsquo ability to solve problems and think
critically These focuses are translated from the initial programme objectives to the
teaching approaches and evaluation of student performance
The underpinning curriculum design principle for this programme is outcome-based
learning An outcome-based curriculum provides a rigorous and robust delineation of
the professional competence It also highlights the generic abilities that are
considered important for the graduates of this programme
Explicitly specified outcomes give a clear direction as to how teaching and assessment
6
should be planned aligned and carried out Ultimately this enhances coherence and
integration among subjects within the programme
In addition students are encouraged to take more responsibility for their own learning
in an outcome-based curriculum When learning outcomes are stated clearly students
are able to plan their own learning more effectively
102 Programme Structure
1021 The programme of study consists of at least 60 credits All students are also required to
complete a non-credit-bearing Work-Integrated Education component
(a) General University Requirements (GUR) (Minimum 9 credits)
Nature Details Credits
Language and
Communication
Requirements (LCR)
6 credits in English amp
3 credits in Chinese
(Students who have met the equivalent standard
of the undergraduate degree LCR will not be
required to take these credits Individual
students who are required to take LCR subjects
will be advised of the details before programme
commencement)
9
Cluster-Area
Requirements (CAR) One subject
with Chinese Reading amp
Writing Requirements and China Studies
Requirement embedded
One subject with English Reading amp
Writing Requirements embedded
3
3
Service-Learning (SL)
Free elective
Prior to the full implementation of SL
students may take a 3-credit free elective in
lieu of SL
3
The latest information on GUR subjects is available on the Student Portal (wwwspeed-polyueduhkmySPEED)
7
(b) Discipline Specific Requirements (DSR) (51 credits)
Indicative Area Subject Title Level
Compulsory Subjects (9 subjects 3 credits each)
Bilingual Studies SPD3261 Introduction to Bilingual Studies 3
Translation amp Interpreting
SPD3189 Translation for the Workplace 3
SPD3262 Interpreting for the Professions 3
Linguistics SPD3260 Analysis of Modern Chinese 3
SPD3270 Analysis of English 3
Bilingual Communication
SPD3263 Introduction to Bilingual Communication 3
DSLR English SPD4553 English for Chinese Cultural Themes 4
DSLR Chinese SPD4554 Chinese and Bilingual Academic Inquiry 4
Capstone SPD4557 Integrated Study (Bilingual Studies) 4
Elective Subjects^ (any 8 subjects 3 credits each at most 1 subject at Level 3)
English Language
SPD3225 Written English for Professionals 3
SPD3226 Spoken English for Professionals 3
SPD4468 Writing for Marketing and Public Relations Purposes in English
4
Linguistics
SPD4337 English and Chinese in Contrast 4
SPD4556 Languages in Contemporary Societies 4
SPD4564 Classical Chinese for Today 4
Translation amp Interpreting
SPD4346 Translation for the Media 4
SPD4558 Applied Translation Studies 4
SPD4566 Consecutive Interpreting 4
SPD4568 Translation for Business and Commerce 4
Bilingual Communication
SPD4559 Bilingual Communication Workshop 4
SPD4563 Chinese Media in the Bilingual Context 4
SPD4565 Communications in Greater China 4
Discipline-Specific Language Requirement subject
^ Offering of any elective subjects is subject to sufficient enrolment
(c) Work-Integrated Education (WIE) Requirement
WIE is a work-based learning experience which takes place in an organisational
context relevant to a studentrsquos future profession or career or the development of
generic skills that will be valuable in the studentrsquos future career development Going
beyond studying within campus it allows students to learn from the outside world yet
at the same time contribute to the industry and or community
Students of this programme are required to complete 300 hours of WIE during their
study period Relevant work experience accumulated during or after sub-degree studies
8
may be recognised for fulfilment of WIE
Students will be provided with the WIE guidelines and be advised of the procedures
for recognition of prior work experience at programme commencement
1022 Exit Award
Students who have completed the following requirements may apply to exit the
programme of study with an ordinary degree of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) GUR (minimum 9 credits)
(b) DSR
All compulsory subjects except ldquoSPD4557 Integrated Study (Bilingual
Studies)rdquo (24 credits)
Any 4 elective subjects with at least 3 subjects at Level 4 (12 credits)
(c) WIE (non-credit-bearing)
(d) Having a GPA of 20 or above
For details please refer to Section 13112
9
103 Recommended Progression Pattern
All students are required to undertake 5 subjects in each semester without intermission
in order to fulfil the study requirements within the 2-year normal duration of study
They are also required to complete 300 hours of Work-Integrated Education within their
study period
Year amp
Semester
Subject Code and Title Subject
Nature
Year 1
Sem 1
SPD3189 Translation for the Workplace C
SPD3261 Introduction to Bilingual Studies C
SPD3263 Introduction to Bilingual Communication C
SPD4554 Chinese and Bilingual Academic Inquiry C
GUR Subject GUR
Year 1
Sem 2
SPD3260 Analysis of Modern Chinese C
SPD3262 Interpreting for the Professions C
SPD3270 Analysis of English C
SPD4553 English for Chinese Cultural Themes C
GUR Subject GUR
Year 2
Sem 1
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
GUR Subject GUR
Year 2
Sem 2
SPD4557 Integrated Study (Bilingual Studies) C
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
C = Compulsory E = Elective GUR = General University Requirements
Remarks
1) The subject offering schedule is subject to change at the discretion of the School
2) For elective subjects priority in enrolment will be granted to students in that particular year of study
3) Offering of any elective subjects is subject to sufficient enrolment
4) Students who are required to take LCR subject(s) will be informed of the study schedule separately
These students are advised to consult the Programme Leader on their progression patterns should
they have any concerns on their study load taking into consideration the LCR subject(s) they are
required to take
10
104 Curriculum Mapping
Below is a mapping of subjects of the Bachelor of Arts (Honours) in Bilingual Studies
with reference to the programme intended learning outcomes The mapping focuses
on how each of the programme outcomes is introduced reinforced and assessed
Subject Code Subject Title Programme Intended Learning Outcomes
(a) (b) (c) (d) (e) (f) (g)
Co
mp
uls
ory
Su
bje
cts
SPD3189 Translation for the Workplace I A R A I A
SPD3260 Analysis of Modern Chinese I A R A I A
SPD3261 Introduction to Bilingual Studies I A I A I A
SPD3262 Interpreting for the Professions I A R A I A
SPD3263 Introduction to Bilingual
Communication I A I A
SPD3270 Analysis of English R A R A
SPD4553 English for Chinese Cultural
Themes R A R A
SPD4554 Chinese and Bilingual Academic
Inquiry I A R A R A I A
SPD4557 Integrated Study (Bilingual
Studies) R A R A R A R A R A R A R A
Ele
ctiv
e S
ub
ject
s
SPD3225 Written English for Professionals R A R A
SPD3226 Spoken English for Professionals R A R A
SPD4337 English and Chinese in Contrast R A R A R A
SPD4346 Translation for the Media R A R A R A
SPD4468
Writing for Marketing and
Public Relations Purposes in
English
R A R A R A
SPD4556 Languages in Contemporary
Societies R A R A I A R A
SPD4558 Applied Translation Studies R A R A R A R A
SPD4559 Bilingual Communication
Workshop R A R A
SPD4563 Chinese Media in the Bilingual
Context R A R A R A
SPD4564 Classical Chinese for Today R A R A R A
SPD4565 Communications in Greater
China R A R A
SPD4566 Consecutive Interpreting R A R A R A
SPD4568 Translation for Business and
Commerce RA R A R A
Introduced (I) That the learning leading to the particular intended outcome is introduced in that subject Reinforced (R) That the learning leading to the particular intended outcome is reinforced in that subject Assessed (A) That the learning leading to the particular intended outcome is assessed in that subject
11
11 MEDIUM OF INSTRUCTION
The medium of instruction is English and Chinese (Cantonese and Putonghua when
spoken)
12 TEACHING AND LEARNING METHODS
The teaching learning philosophy underlying this programme is based on a holistic
diversified and flexible approach teaching students how to learn instead of what to
memorise and equipping them with the requisite skills required of a ldquolifelongrdquo learner
On the whole various teaching and learning strategies are adopted which are geared
to the needs and characteristics of the students
The teaching and learning activities are organised coherently according to the
programme learning outcomes subject nature the particular subject topics level of
difficulty and the integration among other components and subjects of the programme
A variety of teaching and learning methods will be used
The main form of teaching is through the use of interactive lectures supplemented
with tutorial exercises (such as case studies projects and presentations) and various
kinds of audio-visual aids Students also have the chance to gain exposure to
experiential learning self-directed learning case-based learning and problem-based
learning
Web-based teaching is another characteristic of the subjects of this programme It is
used to complement face-to-face teaching not only for encouraging studentsrsquo active
participation but also to encourage them to make use of websites for information
collection
To facilitate learning the subject lecturers not only play the role of introducing new
concepts imparting knowledge but also act as facilitators to encourage students to
share their ideas and experience through class discussion case study oral presentation
and group activities
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment
Assessment of learning and assessment for learning are both important for assuring the
quality of student learning Assessment of learning is to evaluate whether students have
achieved the intended learning outcomes of the subjects that they have taken and have
attained the overall learning outcomes of the programme at the end of their study at a
standard appropriate to the award Appropriate methods of assessment that align with
the intended learning outcomes are designed for this purpose The assessment methods
will also enable the teacher to differentiate studentsrsquo different levels of performance
within the subject Assessment for learning is to engage students in productive learning
activities through purposefully designed assessment tasks
12
Assessment will also serve as feedback to students The assessment criteria and
standards should be made explicit to students before the start of the assessment to
facilitate student learning and feedback provided should link to the criteria and
standards Timely feedback will be provided to students so that they are aware of their
progress and attainment for the purpose of improvement
132 Assessment Methods
Studentsrsquo performance in a subject is assessed by continuous assessment and or
examinations as deemed appropriate Where both methods are used the weighting of
each in the overall subject grade has been clearly stated in Section Two of this
document
To pass a subject a student must obtain a pass grade in both continuous assessment
AND examination if any Continuous assessment may include tests assignments
projects presentations and other forms of classroom participation depending on the
subject area Assignments which involve group work will nevertheless include some
individual components therein The contribution made by each student in continuous
assessment involving group effort shall be determined and assessed separately and
this can result in different grades being awarded to students in the same group
At the beginning of each semester the subject lecturer will inform students of the
details of the methods of assessments to be used within the assessment framework as
specified in this document
13
133 Grading
Assessment grades shall be awarded on a criterion-referenced basis A studentrsquos
overall performance in a subject shall be graded as follows
Subject
Grade
Grade
Point
Short
Description
Elaboration on subject grading description
A+ 45 Exceptionally
Outstanding
The studentrsquos work is exceptionally
outstanding It exceeds the intended subject
learning outcomes in all regards A 4 Outstanding The studentrsquos work is outstanding It exceeds
the intended subject learning outcomes in
nearly all regards
B+ 35 Very Good The studentrsquos work is very good It exceeds
the intended subject learning outcomes in most
regards B 3 Good The studentrsquos work is good It exceeds the
intended subject learning outcomes in some
regards
C+ 25 Wholly
Satisfactory
The studentrsquos work is wholly satisfactory It
fully meets the intended subject learning
outcomes C 2 Satisfactory The studentrsquos work is satisfactory It largely
meets the intended subject learning outcomes
D+ 15 Barely
Satisfactory
The studentrsquos work is barely satisfactory It
marginally meets the intended subject learning
outcomes D 1 Barely
Adequate
The studentrsquos work is barely adequate It
meets the intended subject learning outcomes
only in some regards
F 0 Inadequate The studentrsquos work is inadequate It fails to
meet many of the intended subject learning
outcomes
lsquoFrsquo is a subject failure grade whilst all others (lsquoDrsquo to lsquoA+rsquo) are subject pass grades
No credit will be earned if a subject is failed
14
134 Grade Point Average
There are different types of Grade Point Average (GPA) as described below All of
them are capped at 40
1341 GPA (cumulative GPA)
Cumulative GPA is computed as follows
GPA =
n
n
ValueCredit Subject
ValueCredit Subject Point x GradeSubject
Where n = Number of all subjects (inclusive of failed subjects) taken by the student up to
and including the latest semester term For subjects which have been retaken
only the grade point obtained in the final attempt will be included in the GPA
calculation
In addition the following subjects will be excluded from the GPA calculation
(i) Exempted subjects
(ii) Ungraded subjects
(iii) Incomplete subjects
(iv) Subjects for which credit transfer has been approved but without any grade
assigned3
(v) Subjects from which a student has been allowed to withdraw (ie those with the
code lsquoWrsquo)
A student who is absent from an examination will be given a fail grade the respective
subject will be included in the GPA calculation and will be counted as ldquozerordquo grade
point GPA is thus the unweighted cumulative average calculated for a student for all
relevant subjects taken from the start of the programme to a particular point of time
GPA is an indicator of overall performance
1342 Semester GPA
Calculation of Semester GPA is similar to the rules for GPA as described above
except that only subjects taken in that semester including retaken subjects will be
included This Semester GPA will be used to determine studentsrsquo eligibility to
progress to the next semester alongside with the cumulative GPA However the
Semester GPA calculated for the Summer Term will not be used for this purpose
unless the Summer Term study is mandatory for all students of the programme
concerned and constitutes part of the graduation requirements
3 Subjects taken in PolyU or elsewhere and with grades assigned and for which credit transfer has
been approved will be included in the GPA calculation
15
1343 Weighted GPA
Along with the cumulative GPA a Weighted GPA will also be calculated to give an
indication to the Board of Examiners on the award classification which a student will
likely get if he she makes steady progress on his her academic studies
Weighted GPA will be computed as follows
n
n
i
i
W ValueCredit Subject
W ValueCredit Subject Point GradeSubject
GPA Weighted
where Wi = Weighting to be assigned according to the level of the subject
n = Number of all subjects counted in GPA calculation as set out in 1341
above except those subjects outside the programme curriculum GUR
subjects will be included
For calculating the Weighted GPA (and Award GPA) to determine the award
classification of students who satisfy the graduation requirements a standard
weighting will be applied to all subjects of the same level with a weighting of 2 for
Level 1 and 2 subjects and a weighting of 3 for Level 3 and 4 subjects This is also
applicable to the classification of ordinary degree exit award
1344 Award GPA
When a student has satisfied the requirements for award an Award GPA will be
calculated to determine his her award classification
If the student has not taken more subjects than required the Award GPA will be the
same as the Weighted GPA
Any subjects passed after the graduation requirement has been met or subjects taken
on top of the prescribed credit requirements for award shall not be taken into account
in the Award GPA However if a student attempts more elective subjects (or optional
subjects) than those required for graduation in or before the semester in which he she
becomes eligible for award the elective subjects (or optional subjects) with a higher
grade contribution shall be included in the Award GPA (ie the excessive subjects
attempted with a lower grade contribution including failed subjects will be
excluded)
135 Role of Subject Assessment Review Panel
Subject Assessment Review Panel (SARP) is responsible for monitoring the academic
standard and quality of subjects and ratifying subject results SARP will review the
distribution of grades within a subject and finalise the grades at the end of each
semester before submission to the Board of Examiners (BoE) The BoE will not
attempt to change the grades SARP is also responsible for deciding the granting of
late assessment to students and the form of late assessment
16
SARP shall include the Director of SPEED or his her delegate the relevant subject
examiners and where appropriate the Programme Leader
136 Role of Board of Examiners
The Board of Examiners (BoE) shall meet at the end of each semester to review
studentsrsquo progress and is responsible to the College Board of the College of
Professional and Continuing Education (CPCE) for making decision on
(a) the classification of awards to be granted to each student on completion of the
programme
(b) de-registration cases and
(c) cases with extenuating circumstances
The BoErsquos membership should be composed of staff members associated with the
programme and some senior members The Chairman will normally be the Director of
SPEED
137 Academic Probation
If the cumulative GPA of a student is below 20 he she will be put on academic
probation in the following semester Once a student is able to pull his her cumulative
GPA up to 20 or above at the end of the semester the status of ldquoacademic probationrdquo
will be lifted The status of ldquoacademic probationrdquo will be reflected in the assessment
result notification but not in the transcript of studies
A student on academic probation will be required to take a reduced study load To
help improve the academic performance of the student the School will decide the
maximum number of credits to be taken by him her in the probation semester
138 Progression and De-registration
A student will have ldquoprogressingrdquo status unless he she falls within the following
categories any one of which shall be regarded as grounds for de-registration from the
programme
(a) the student has exceeded the maximum period of registration for the programme
as specified in this document or
(b) the studentrsquos cumulative GPA is lower than 20 for two consecutive semesters
and his her semester GPA in the second semester is also lower than 20 or
(c) the studentrsquos cumulative GPA is lower than 20 for three consecutive semesters
When a student falls within the categories as stipulated above the BoE shall de-
register the student from the programme without exception
Notwithstanding the above the BoE has the discretion to de-register a student with
extremely poor academic performance before the time frame specified in categories (b)
17
and (c) above if it is deemed that there is not much of a chance for the student to
attain a GPA of 20 at the end of the programme
139 Late Assessment
A student who has been absent from an examination or other assessment because of
illness injury or other unforeseeable reasons may apply to sit a late assessment
Permission is subject to the approval of SARP as late assessment is not an automatic
entitlement Should a late assessment be granted the actual grade attained will be
awarded
Late assessment for subjects normally shall take place before the commencement of
the following academic year (except for Summer Term which may take place within
3 weeks after the finalisation of Summer Term results) Depending on the decision of
SARP late assessment may be arranged during the examination period of the
following semester term
Except with special approval students who have not yet completed the late
assessment for a subject which is the pre-requisite of another subject will not be
allowed to take the follow-on subject
1310 Retaking of Subjects
No re-assessment will be granted for students in all circumstances Students who
have failed a subject are required to retake the subject if it is compulsory for the
programme If the failed subject is an elective students may choose to retake the
subject or take another elective within the programme as replacement Retaking of
failed subjects or taking replacement subjects should be completed within the
maximum period of registration
Students may retake any subject (except GUR subjects which have been passed) for
the purpose of improving their grade without having to seek approval but they must
retake a compulsory subject which they have failed ie obtained an F grade Retaking
of subjects is with the condition that the maximum study load of 21 credits per
semester is not exceeded Students wishing to retake passed subjects will be accorded
a lower priority than those who are required to retake (due to failure in a compulsory
subject) and can only do so if places are available
The number of retakes of a subject is not restricted Only the grade obtained in the
final attempt of retaking (even if the retake grade is lower than the original grade for
originally passed subject) will be included in the calculation of the GPA Weighted
GPA and Award GPA If students have passed a subject but failed after retake credits
accumulated for passing the subject in a previous attempt will remain valid for
satisfying the credit requirement for award (The grades obtained in previous attempts
will only be reflected in the transcript of studies)
In cases where a student takes another subject to replace a failed elective subject the
fail grade will be taken into account in the calculation of the GPA despite the passing
of the replacement subject
18
1311 Eligibility for Award
13111 Honours Degree Award
Students will be eligible for the PolyU-SPEED award of ldquoBachelor of Arts (Honours)
in Bilingual Studiesrdquo if they satisfy the conditions listed below
(a) Successful completion of at least 60 credits including GUR and DSR as
specified under Section 1021 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1021 (c) and
(c) Having a GPA of 20 or above
Students are required to graduate as soon as they satisfy the respective conditions for
the award
13112 Ordinary Degree Award
Students who have fulfilled the following requirements may apply to exit the
programme with an ordinary degree award of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) Successful completion of at least 45 credits including GUR and DSR as
specified under Section 1022 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1022 (c) and
(c) Having a GPA of 20 or above
Applications for exit award should be submitted in writing to the School before the
start of the examination period of the semester concerned The School reserves the
right not to consider late application in the respective semester
To be eligible for the granting of the exit award students will be required to quit the
honours degree programme of study Re-admission of students who have obtained the
exit award to the same programme of study is not automatic and will be considered
only under exceptional circumstances
1312 Guidelines for Award Classification
13121 Honours Degree Award Classification
This section is applicable to students who have fulfilled the requirements for
Honours Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
19
Classification Guidelines
1st Class
Honours
The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered by
the programme
2nd Class
Honours
(Division 1)
The student has reached a standard of performance attainment
which is more than satisfactory but less than outstanding
2nd Class
Honours
(Division 2)
The student has reached a standard of performance attainment
judged to be satisfactory and clearly higher than the ldquoessential
minimumrdquo required for graduation
3rd Class
Honours
The student has attained the ldquoessential minimumrdquo required for
graduation at a standard ranging from just adequate to just
satisfactory
Under exceptional circumstances a student who has completed an Honours degree
programme but has not attained Honours standard may be awarded a Pass-without-
Honours degree A Pass-without-Honours degree award will be recommended
when the student has demonstrated a level of final attainment which is below the
ldquoessential minimumrdquo required for graduation with Honours from the programme in
question but when he she has nonetheless covered the prescribed work of the
programme in an adequate fashion while failing to show sufficient evidence of the
intellectual calibre expected of Honours Degree graduates A Pass-without-Honours
is an unclassified award but the award parchment will not include this specification
13122 Ordinary Degree Award Classification
This section is applicable to students who have fulfilled the exit award requirements
and are allowed to exit the programme of study for Ordinary Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
Classification Guidelines
Distinction The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered
by the programme
Credit The student has reached a standard of performance
attainment which is more than satisfactory but less than
outstanding
Pass The student has reached a standard of performance
attainment ranging from just adequate to satisfactory
20
1313 Appeals against Assessment Results
A student may appeal against the assessment results within 7 working days upon the
announcement of the results Any appeal should be directed to the Director of
SPEED in writing
Appeal against subject results may lead to a change in the subject grade which may
go upward or downward
1314 Academic Dishonesty and Disciplinary Actions
13141 For students who have been awarded a failure grade as a result of disciplinary action
a remark lsquorsquo will be recorded against the concerned subject failure grade denoting
ldquoDisqualification of result due to academic dishonestyrdquo The remark will appear on
the assessment result notification and transcript of studies until the students leave
the School
The remark will normally cover the following misconduct cases
cheating in assessment work tests or examinations
aiding academic dishonesty
plagiarism
violating rules governing the conduct of examinations that are related to possible
cheating
Students who have been recorded with the remark will also be subject to the penalty
of the lowering of award classification by one level upon graduation The minimum
of downgraded overall result will be kept at a pass
13142 Students who have committed disciplinary offences (covering both academic and
non-academic related matters) will be put on ldquodisciplinary probationrdquo normally for
one year and this will be shown on assessment result notification transcript of
studies and testimonial during the probation period until their leaving the School
For special cases which warrant heavier penalty the CPCE Student Discipline
Committee may specify a longer probation period
Students who have been put on disciplinary probation will be deprived of certain
privileges
13143 Other penalties may also be imposed on students who have committed academic
dishonesty and or disciplinary offences Details are specified on the SPEED
Student Handbook
1315 Exceptional Circumstances
Absence from an assessment component
If a student is unable to complete all the assessment components of a subject due to
illness or other circumstances beyond his her control and considered by the SARP
as legitimate the SARP will determine whether the student will have to complete
21
the assessment and if so by what means
Aegrotat award
If a student is unable to complete the requirements of the programme in question for
the award due to very serious illness or other very special circumstances which are
beyond his her control and considered by the BoE as legitimate CPCE will
determine whether the student will be granted an aegrotat award Aegrotat award
will be granted under very exceptional circumstances
A student who has been offered an aegrotat award shall have the right to opt either
to accept such an award or request to be assessed on another occasion to be
stipulated by the BoE the studentrsquos exercise of this option shall be irrevocable
The acceptance of an aegrotat award by a student shall disqualify him her from any
subsequent assessment for the same award
An aegrotat award shall normally not be classified and the award parchment shall
not state that it is an aegrotat award However the BoE may determine whether the
award should be classified provided that they have adequate information on other
studentsrsquo academic performance
Other particular circumstances
A studentrsquos particular circumstances may influence the procedures for assessment
but not the standard of performance expected in assessment
1316 Other Regulations
Students of the Bachelor of Arts (Honours) in Bilingual Studies are bound by all
other regulations of PolyU PolyU SPEED
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION
Students will be allowed to take additional subjects for broadening purpose in the
semester after they fulfil the graduation requirements However students will still
be subject to the maximum study load of 21 credits per semester and the availability
of places in the subjects concerned and their enrolment will be as subject-based
students only
After a student fulfils the graduation requirements in a semester he she may
continue to enrol as a subject-based student in the following semester only In the
case when the Summer Term is mandatory for all students of a programme students
who have fulfilled the graduation requirements in Semester 2 will be allowed to take
additional subjects in Semester 1 of the following academic year and not necessarily
during the Summer Term These students will be subject-based students only and
cannot use the results of the additional subjects to improve their GPA or Award GPA
Section Two
Subject Description Forms of
Discipline Specific Requirements
Subjects
Information on GUR subjects is available on the Student Portal (wwwspeed-
polyueduhkmySPEED)
22
Subject Code
SPD3189
Subject Title
Translation for the Workplace
Credit Value
3
Level
3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This course aims to equip students with skills in translating different
documents in the workplace from English to Chinese and vice versa
The main purposes are to enable students to understand the
translation theories and skills and be able to apply them in the
translation of workplace texts
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the general translation theories
b identify the formats of different workplace texts and
c apply the translation theories and skills in rendering different
workplace texts
Subject Synopsis
Indicative Syllabus
Translation theories strategies and skills
Translation process Peter Newmarkrsquos Semantic Translation and
Communicative Translation Yan Fursquos translation theories Xin Da
and Ya Formal Equivalence and Functional Equivalence
transliteration literal translation liberal translation addition
omission repetition rearrangement of words and expressions the
importance of context collocation and connotation and translation
of idioms and numbers
Formats of different workplace texts
Formats of different workplace texts such as notices official letters
memos promotional materials and minutes
Application of theories in translating different workplace texts
Translation of the different workplace texts mentioned above and
discussion of good and bad examples
TeachingLearning
Methodology
Lectures should focus on translation theories and skills formats of
workplace texts and application of theories with in-class discussion
and practice
Tutorials are used to discuss studentsrsquo performance in assignments
and group presentations Good and bad examples are shown to
facilitate studentsrsquo understanding of how a document should be
translated
23
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments 20
3 Group assignments 10
4 Class participation 10
Examination 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
吳尚智 顏婉雲 amp 江偉萍 (2005) 中英實務寫作與翻譯手冊 香
港香港城市大學
許建平 (2008) 研究生英語實用翻譯教程 北京 中國人民大學
出版社
References
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版社
李明 張新紅 amp 李克興編 (2003) 商務英語翻譯 英譯漢 北京
高等教育出版社
24
許建忠 (2002) 工商企業翻譯實務 北京 中國對外翻譯出版公
司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
周兆祥 amp 範志偉 (2004) 財經翻譯精要 香港 商務印書館
陸國強 (2013) 漢譯英常用表達式經典慣例 上海 上海外語教
育出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
25
Subject Code
SPD3260
Subject Title Analysis of Modern Chinese
Credit Value 3
Level 3
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help students to synthesise the concepts and
methodology they have accumulated in all the subjects in the
language and communication block in order to describe lexical
items phrases and sentence types of Modern Chinese systematically
Another purpose is to provide students with the necessary analytical
skills to recognise and compare regional varieties of Modern
Chinese especially in written genres Lastly this subject seeks to
enable students to apply the subject knowledge and generic skills
learned in this subject to other subjects on the programme and more
importantly in their future career in terms of both justifying their
understanding and to defend their interpretation of Chinese
sentences
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a apply the concepts of linguistics theories to describing and
analysing the structure meaning and actual usage of Modern
Chinese
b critically identify and evaluate variations in written Chinese
c develop critical and logical thinking through the application of
grammatical analysis of Modern Chinese and
d tackle intellectual problems from multiple perspectives
Subject Synopsis
Indicative Syllabus
1 Overview the formation of Modern Chinese
2 The sound system
3 The writing system(s)
4 Phrases and sentences
5 Words and word classes
6 Nominal structure
7 Subject-predicate structure
8 Verb-object and verb-complement structures
9 Serial verb construction
10 Passive and disposal constructions
11 Subordinative and coordinative structures
12 Regional varieties of Modern Chinese
26
TeachingLearning
Methodology
Lectures are conducted interactively and hands-on exercises are
provided for the students to apply their analytical skills to solving
problems in Chinese grammar All assignments are designed to
provide students with tasks that require the evaluation synthesis and
application of syntactical and morphological concepts and
approaches to the critical analysis and discussion of Chinese
language
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Assignment 30
2 Presentation 10
3 Written report 20
4 Take-home test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed by an assignment a presentation a written
report and a final test The assignment is designed to test the
studentsrsquo ability to apply grammatical concepts to describe evaluate
and analyse Chinese forms and patterns The presentation and the
written report are for students to evaluate the literature critically and
to systematically analyse an issue in Standard Chinese The take-
home test is a summative assessment on important contents of the
subject
Student Study
Effort Expected
Class contact
Lectures 39 Hrs
Other student study effort
Library search 39 Hrs
Reading lecture notes and reference 39 Hrs
Total student study effort 117 Hrs
27
Reading List and
References Recommended Books References
曹煒 2004《現代漢語詞匯研究》北京北京大學出版社
鄧思穎 2010《形式漢語句法學》上海上海教育出版社
符淮青 2011《現代漢語詞彙》香港 商務印書館(香港)有
限公司
葛本儀 2001《現代漢語詞彙學》濟南山東人民出版社
郭銳2002《現代漢語詞類研究》北京商務印書館
胡明揚 1996《詞類問題考察》北京北京語言學院出版社
李家樹陳遠止謝耀基 1999《漢語綜述》香港香港大學
出版社
劉叔新 2005 《漢語描寫詞匯學》(重排本)北京商務印書
館
陸儉明沈陽 2004《漢語和漢語研究十五講》(第二版)北
京北京大學出版社
呂叔湘等著 2010《語法研究入門》(第五版)北京商務印
書館
馬真 1997《簡明實用漢語語法教程》北京北京大學出版
社
人民教育出版社中學語文室 1984《中學教學語法系統提要》
(試用)
邵敬敏主編 2007《現代漢語通論》(第二版)上海上海教
育出版社
邢福義 1998《漢語語法學》長春東北師範大學出版社
邢福義 2001《漢語複句研究》北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
28
Subject
Code
SPD3261
Subject
Title
Introduction to Bilingual Studies
Credit
Value
3
Level 3
Medium of
Instruction
English and Chinese
Pre-
requisite
Co-
requisite
Exclusion
Nil
Objectives
This subject provides an introduction to bilingual studies covering the three
major sub-areas of the programme namely linguistics translation amp
interpreting and bilingual communication It also provides a schema as to
how these three sub-areas work together under the overarching area of
bilingual studies Lastly it puts bilingual studies in the language context of
Chinese and English and the community context of Hong Kong
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a have a general grasp of bilingual studies
b have an understanding of the three sub-areas of bilingual studies
namely linguistics translation amp interpreting and bilingual
communication
c embark on deeper and more concrete studies in the 3 sub-areas
d apply the general principles of bilingual studies to the Chinese-English
context
e apply Chinese-English bilingual studies to Hong Kong and
linguistically similar communities
Subject
Synopsis
Indicative
Syllabus
1 Language
a What is language
b Analysing Language
c Language in Society
d Languages in the World
2 Bilingualism in linguistics and beyond
a Bilinguality
b Societal bilingualism
c Bilingualism and biculturalism
3 Translation and interpreting
a Bridging two worlds
b Translation
c Interpreting
4 Bilingual communication
a Language switch by a bilingual
29
b Language choice in a bilingual community
c Relation between two language varieties
5 Chinese-English bilingual studies
a English as a world language
b Varieties of Chinese
c Hong Kong as an arena
Teaching
Learning
Methodolo
gy
In addition to face-to-face lectures and small group tutorials online
discussions (via Moodle E-learning System) and other computer-assisted
teaching methods will also be used with the help of multimedia (audio and
video) teaching materials Assignments closely related to the real-life use of
language will be given to help student solve language problems
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Take-home
exercises 5
2 Test 1 40
3 Test 2 40
4 Group
project 15
Total 100
Continuous assessment items andor weighting may be adjusted by the subject lecturer
subject to the approval of the School Programme Committee
Two tests will be administered during the semester which will aim to test
the studentsrsquo mastery of basic linguistic knowledge and problem solving
skills In addition students will also be required to conduct research in
groups on a certain linguistic topic in order to further their understanding of
the subject knowledge
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Reading and on-line study 58 Hrs
Preparing for tests 20 Hrs
Group project 10 Hrs
Total student study effort 127 Hrs
30
Reading
List and
References
Recommended Book Reference
For part (a)
Fromkin V Rodman R and Hyams N (2013) An Introduction to
Language (10th ed) Boston WadsworthCengage Learning
For other parts
Relevant reading materials will be suggested and assigned from time-to-time
when they are deemed appropriate
31
Subject Code SPD3262
Subject Title Interpreting for the Professions
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to train students to undertake simple
interpreting tasks This subject aims to help students build a
foundation for the development of essential skills in interpreting
between English and Chinese and vice versa It also uses ample
examples to familiarise students with the principles recurrent issues
and difficulties in interpreting guiding them along from an
introduction to fundamental communication issues in interpreting
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a distinguish the differences between translation and interpreting
b analyse and paraphrase the meaning in the source language
c acquire the skills of active listening and concentration
d acquire fundamental techniques and strategies essential to
interpreting and
e be able to perform interpreting tasks on topics from general areas
Subject Synopsis
Indicative
Syllabus
1 Orientation
- interpreting vs translation
- development of interpreting
- functions and features of different forms of interpreting
- quality assessment of interpreting
2 Codes of ethics
- fidelity
- confidentiality
- impartiality
3 Fundamental skills for interpreting
- active listening
- memory retention
- comprehension
- paraphrasing
- delivery
4 Drills of interpreting
- sight translation
- liaison interpreting
- short consecutive interpreting
32
TeachingLearning
Methodology
The subject will be delivered on a step-by-step basis Trainings on
fundamental skills of interpreting such as listening memorising
paraphrasing and delivering will be given to students at different
learning stages depending on the progress of students Given the
skill-based nature of the subject students will undertake in classes a
number of exercises that are designed to train specific interpreting
skills usually after teacherrsquos demonstration Peer evaluation and self
critiques will be used in order to take learners further into the
concepts skills and techniques
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Quiz-1 10
2 Mid-term quiz 30
3 Quiz-2 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Assessments are conducted regularly on a progressive manner
Assessment criteria include accuracy of delivery cohesion of
delivery intelligibility of delivery clarity of delivery and class
participation
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises
outside class 39 Hrs
Reading lecture notes and doing
interpreting assignments 39 Hrs
Total student study effort 117 Hrs
33
Reading List and
References Recommended Books References
Gile Daniel (2009) Basic Concepts and Models for Interpreter and
Translator Training John Benjamins Publishing Company
Jones Roderick (1998) Conference Interpreting Explained
Manchester St Jerome Publishing
Mason Ian (1999) Dialogue Interpreting Ian Mason St Jerome
Publishing
周兆祥 (1999)《口譯的理論與實踐》商務印書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
34
Subject Code SPD3263
Subject Title Introduction to Bilingual Communication
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
In Hong Kong it is a common practice especially in the corporate world
that the same message has to be presented in the appropriate language to
readers andor audiences who are either Chinese monoglots or English
monoglots or Chinese-English bilinguals This mode of communication
is not a form of translation and interpretation because it does not involve
a source message Besides communicative norms vary across languages
and between monolingual and multilingual contexts In this age of
globalisation where corporate functions are often done in more than one
language and involve personnel from more than one culture bilingual
communication could be a key to success in the corporate world This
subject together with SPD4559 attempt to prepare students for this
mode of communication in the workplace Specifically the focus of this
subject is to develop in students a grip on the conceptual resources
related to bilingual communicative norms and the conduct and content of
bilingual communication especially its integrated form
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a come to grips with the norms and principles of conducting
language-mediated communication in an age of globalisation
multilingualism and multiculturalism
b develop a communicative sense concerning when and where
monolingual norms or bilingual norms be used
c have a general idea about linguistic varieties and how this concept
relates to bilingual communication in corporate contexts
d the impact of the global spread of bilingualism and globalisation on
corporate communication
e how the emergence of bilingual varieties of communication relate to
the aforementioned developments
35
Subject
Synopsis
Indicative
Syllabus
1 conceptual resources underpinning an understanding of bilingual amp
cross-cultural communication
2 conduct amp content of bilingual communication
3 code choice in corporate communication in multilingual
metropolises
4 cross-lingual variation in communicative norms
5 bilingual mode of oral amp written communications in the private
sector
Teaching
Learning
Methodology
Matter that provides a conceptual grounding for the subject will be
delivered in a number of lectures Attempts to develop studentsrsquo grip of
these concepts will be made via in-class exercises
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks~
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 In-class written
exercises 25
2 In-class oral
exercises 25
3 Quiz 20
4 Subject report 20
5 Attendance amp
participation 10 NA
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Practices and Exercises 35 Hrs
Reading and Writing 35 Hrs
36
Total student study effort 109 Hrs
37
Reading List
and References Recommended (Introductory)
Bilbow G T (1996) Business speaking for Hong Kong Hong Kong
Longman Asia Ltd
Coastal Training Technologies Corporation (2002) Communications
intelligence Business etiquette Carlsbad CA CRM Learning
Luke K K amp Theodossia-Soula P (Eds) (2002) Eds Telephone
calls Unity and diversity in conversational structure across languages
and cultures Amsterdam J Benjamins
Marconi J (2004) Public relations The complete guide Singapore
Thomson
Schultz M Hatch M J amp Larsen M H (Eds) (2000) The
expressive organisation Linking identity reputation amp the corporate
brand Oxford Oxford University Press
Scholte J A (2000) Globalisation A critical introduction
Basingstoke Macmillan
Recommended (Advanced)
Gudykunst W B (2004) Bridging differences Effective intergroup
communication (4th
ed) Thousand Oaks California Sage Publications
Hofstede G (2001) Cultures consequences Comparing values
behaviors institutions and organisations across nations (2nd
ed)
Thousand Oaks California Sage Publications
Hofstede G Hofstede G J amp Minkov M (2010) Cultures and
organisations Software of the mind (3rd
ed) New York McGraw-Hill
References
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
中文資料
中國社科院語言研究所詞典編輯室 (2012) 現代漢語詞典 香港商
務印書館(香港)有限公司
中國社會科學院語言研究所 (2011) 新華字典 北京 商務印書館
吳光華主編 (2003) 新漢英辭典 上海 上海交通大学出版社
徐斌主編 (2003) 現代應用文寫作全書 西安 三秦出版社
張立民等編 (1994) 英漢對照應用文大全 南京 江蘇科學技術出版
社
楊正寬 (2002) 應用文 臺北 楊智文化事業股份有限公司
38
劉俊平 (2014) 應用文實戰手冊 先修班 臺北 三民書局股份有限
公司
蔣磊 (2000) 英汉習語的文化觀照与對比 荊州 武汉大学出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
39
Subject Code SPD3270
Subject Title Analysis of English
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject has the aim of acquainting the students with the structural
properties of the English language in a systematic way Context-related
properties will also be discussed so as to enable students to understand
the internal structures of the language through its use in real life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a demonstrate understanding of the basic structures of English and
their formation processes
b demonstrate that they grasp the basic techniques in segmenting and
representing the major structural patterns in English
c generalise and apply such knowledge and skills to the analysis of
newly-encountered English data
d develop critical and logical thinking
Subject
Synopsis
Indicative
Syllabus
1 Lexical Aspects
- Words and lexemes word categories
- Analysing English words base stem root affix morpheme and
its realisations inflection and derivation
- Word formation processes in English
2 Sentential Aspects
- Categories and structures of sentences clauses and phrases
- Phrases and their main characteristics head and dependents NP
DP AdjP AdvP PP VP
- Inflectional forms of verbs tense aspect mood
- Canonical and non-canonical clauses subject predicate
predicator object complement adjunct
- Sentence patterns and their graphic representations
Teaching
Learning
Methodology
This subject diverges from traditional approaches because it adopts a
data-driven context-oriented perspective in analysing the structural
properties of English
40
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Test-1 20
2 Test-2 20
3 Test-3 20
4 Final test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed through four tests which will assess the studentsrsquo
understanding of the grammatical theories taught and their ability to
apply such knowledge to the analysis of authentic English data
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 80 Hrs
Total student study effort 119 Hrs
Reading List
and References
Main Textbook
Huddleston Rodney and Geoffrey K Pullum (2005) A Students
Introduction to English Grammar Cambridge University Press
References for Further Study
Burridge Kate and Jean Mulder (1998) English in Australia and New
Zealand Oxford University Press
Carter Ronald Rebecca Hughes and Michael McCarthy (2000)
Exploring Grammar in Context Cambridge University Press
Coates Richard (1999) Word Structure Routledge
Gelderen Elly van (2010) An introduction to the grammar of English
41
John Benjamins Publishing Company
Leech Geoffrey and Jan Svartvik (2002) A Communicative Grammar of
English [The Third Edition] Longman
McCrum Robert William Cran and Robert MacNeil (2003) The Story
of English [The Third Edition] Penguin Books
Tallerman Maggie (2015) Understanding Syntax [The Fourth Edition]
New York RoutledgeTaylor amp Francis Group
Yule George (1998) Explaining English Grammar Oxford University
Press
陸國強 (1999)《現代英語詞彙學 ( 新版 )》 [Modern English
Lexicology the Revised Edition]上海外語教育出版社
章振邦 (1997) 《新編英語語法》(A New English Grammar) 上海外
語教育出版社第三版
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
42
Subject Code SPD4553
Subject Title English for Chinese Cultural Themes
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives To fulfil the English part of the Discipline-Specific Language
Requirement (DSLR) of the University by brushing up the use of
English for Chinese cultural themes
Intended Learning
Outcomes
Students are expected to be able to
a explain key features of Chinese culture in English
b use English as an effective tool for communication on various
Chinese cultural themes (eg traditional Chinese art literature
and philosophy)
c have an informed understanding of such communication
Subject Synopsis
Indicative
Syllabus
1 Principles for expressing in English Chinese culture loaded ideas
11 Fidelity vs recipient-friendliness
12 Means of re-presentation
121 Paraphrase
122 Annotation
123 Interpretation
124 Translation
125 Other means
2 Romanisation for Chinese and its pronunciation in English
21 Wade-Giles transliteration system
22 Mandarin Romanisation
23 Cantonese Romanisation
24 Pronunciation in English
3 Chinese-English glossaries in select areas
31 Chinese philology
32 Chinese society and politics
33 Chinese art and literature
34 Chinese religion
35 Chinese philosophy
36 Other areas
4 Essay-writing in the above select areas
43
TeachingLearning
Methodology
The subject will be conducted in highly interactive seminars so that
major Chinese issues and cross-cultural issues will be sufficiently
addressed In order to well expound the essential principles of the
subject (eg paraphrase interpretation annotation etc) case studies
and hands-on work will be supplemented under guidance of the
teacher whereas the assignments and in-class tests are designed to
encourage studentsrsquo active participation as well as to help develop
their critical thinking and writing ability
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Oral presentation 20
2 Essay writing
35
3 Attendance amp
class
participation
5
4 In-class tests 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 78 Hrs
Total student study effort 117 Hrs
Reading List and
References Main Readings
Chao YR 1969 ldquoDimension of Fidelity in Translation With Special
Reference to Chineserdquo Harvard Journal of Asiatic Studies 29 109-
130
Chao YR 1956 ldquoChinese Terms of Addressrdquo Linguistic Society of
America 32 (1) 217-241
Deeney John J 1995 ldquoTranscription Romanisation
Transliterationrdquo in Chan Sin-wai amp David E Pollard eds An
44
Encyclopedia of Translation Hong Kong Chinese University Press
1085-1107
Jin Di amp Nida Eugene 1984 On Translation Beijing China
Translation amp Publishing Corporation
Zhang Longxi 2010 ldquoThe Complexity of Differences Individual
Cultural and Cross-Culturalrdquo Interdisciplinary Science Reviews
35(3-4) 341-252
References for Further Study
Chan Wing-tsit 1973 A Source Book in Chinese Philosophy (4th
printing) Princeton Princeton University Press
Hodge B amp Kam Louie 1998 The Politics of Chinese Language
and Culture The Art of Reading Dragons New YorkLondon
Routledge
Introductions to Chinese Culture (30 vols) Cambridge amp New York
Cambridge University Press 2011
Kung-chuan Hsiao 1979 A History of Chinese Political Thought
New Jersey Princeton University Press
Quick References
DeFrancis John 2000 ABC Chinese-English Comprehensive
Dictionary Honolulu University of Hawaii Press
Hucker Charles O 1985 A Dictionary of Official Titles in Imperial
China Stanford Calif Stanford University Press
Kleeman Julie amp Yu Harry 2010 Oxford Chinese Dictionary
Oxford Oxford University Press
Journals
China Quarterly
China Journal
Early China
Journal of Chinese Religions
Journal of Chinese Studies
Modern China
Philosophy East amp West
Trsquooung Pao
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
45
46
Subject Code SPD4554
Subject Title Chinese and Bilingual Academic Inquiry
Credit Value 3
Level 4
Medium of
Instruction
Chinese (with English)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This subject aims to introduce students to the basic principles
strategies techniques and tools for Chinese and bilingual academic
inquiry and problem solving with emphasis on Chinese and bilingual
academic reading writing and information handling in support of
language-based academic and professional work This subject also
fulfils the Chinese part of the Discipline-Specific Language
Requirement (DSLR) of the University
Intended
Learning
Outcomes
Students are expected to be able to
a apply effective strategies and skills to academic reading and
writing in Chinese and bilingual contexts
b benefit from various resources both traditional and IT-oriented
for Chinese and bilingual academic inquiry
c evaluate select and deploy effectively IT tools for information
retrieval and data processing to support Chinese and bilingual
academic inquiry and problem solving
Subject Synopsis
Indicative
Syllabus
1 Orientation
- Language and culture
- Language and society
- Academic enquiry in a bilingual context
- To be academically inquisitive in a bilingual context
2 Intake of ideas in a bilingual context
- To read effectively
- Notes making as an aid to idea reception
3 Information handling in the bilingual context
- retrieval
- assessment
- classification and sorting
- further processing
4 Chinese and bilingual academic resources
- Traditional
- IT related
- Multi-media and hyper-media
47
5 IT tools for Chinese and bilingual information processing
- E-dictionaries and e-encyclopedias
- WWW and online library information retrieval
- Word-processing with the help of Microsoft Office
Teaching
Learning
Methodology
The subject will be conducted in interactive seminars supported with
computer-mediated demonstrations Class participation in the form of
continuous input by students will be encouraged to simulate problem
solving and solution enhancement environments
Online tutorial on academic integrity will facilitate studentsrsquo
self-learning at their own pace through a link within this subject
at moodlecpce-polyueduhk
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
method task
Weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Quiz 40
2 Homework 60
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed entirely through coursework consisting of two
quizzes and three pieces of homework Homework requires the
students to locate and solve a practical problem of academic inquiry
via making educated uses of whatever resources available The quizzes
are meant to consolidate the studentsrsquo basic understanding and skills in
Chinese and bilingual academic inquiry
Online Tutorial on Academic Integrity
To help students understand the importance of academic honesty and
learn ways to ensure that their work and behaviour at SPEED are
acceptable in this regard the Online tutorial on Academic Integrity is
included in this subject Students will need to complete the Tutorial
by Week 5 The Online Tutorial is part of the subject completion
requirement Students who fail to complete the Online Tutorial will
fail this subject
For students who have completed the Online Tutorial in another
subject they can be exempted from this requirement Proof of
48
completion (ie e-Certificate) is required
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Online tutorial on academic integrity 1 Hr
Readings and study 78 Hrs
Total student study effort 118 Hrs
Reading List and
References In Chinese (sorted in Pinyin)
费夫贺马尔坦 (李鸿志译) 《印刷书的诞生》 桂林 廣西師範
大學出版社 2007
羅樹寶 《說書 從獸骨到紙張的文字行旅》 台北 商周出版
2007
林玉山《工具書學概論》 廣州 廣東教育出版社 2004
王寧鄒曉麗 《工具書》 香港 和平圖書有限公司 2003
楊承運肖東發編 《北大學者談讀書》 北京圖書館出版社
2000
余嘉錫 (1884-1955) 《目录学发微 〈含古书通例〉》 北京 中
国人民大学出版社 2004
In English
Baez Benjamin and Boyles Deron The Politics of Inquiry Education
Research and the ldquoCulture of Sciencerdquo New York University of
New York Press 2009
Bergmann L S Academic Research and Writing Inquiry and
Argument in College Boston Longman 2010
Dunne M Pryor J and Yates P Becoming a Researcher A
Companion to the Research Process Maidenhead Open University
Press 2005
Flower L Learning to Rival A Literate Practice for Intercultural
Inquiry New Jersey Lawrence Erlbaum Associates Inc
Herring J E The Internet and Information skills A Guide for
Teachers and School Librarians London Facet Publishing 2004
Lester J D Writing Research Papers A Complete Guide (11th
ed)
New York Pearson Longman 2005
Long L and Long N Computers Information Technology in
Perspective Upper Saddle River Pearson Education Prentice Hall
2005
49
Lu Tonglin ldquoTransnationalism and Glocalisation in Chinese
Language and East Asian Cinemasrdquo China Review Vol 10 No 2
Fall 2010 1-14 (httpcupcuhkeduhkojsindexphpChinaReviewarticleviewFile24543404search= )
Lvovich N The Bilingual Self Inquiry into Language Learning
(PhD dissertation) Ohio Union Institute 1995
Nunan D and Choi Julie Language and Culture Reflective
Narratives and the Emergence of Identity New YorkLondon
Routledge 2010
Web Resources
中国语言文字网 httpwwwchina-languagegovcn
粵語審音配詞字庫
httphumanumartscuhkeduhkLexislexi-can
重編國語辭典修訂本
http1401113446newDictdictindexhtml
異體字字典 http140111140mainhtm
Chinese Character Dictionary汉字字典
httpwwwchinalanguagecomdictionariesccdict
《重訂標點符號手冊》修訂版與試用版內容對照表
httpwwwedutwfilessite_contentM0001haushioupdf
OneLook Dictionary Search httpwwwonelookcom
Online Dictionary for Library and Information Science
httplucomodlisaboutcfm
Google Scholar
httpscholargooglecom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
50
Subject Code SPD4557
Subject Title Integrated Study (Bilingual Studies)
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge
Indicative Area Subject Title
Bilingual Studies SPD3261 Introduction to Bilingual Studies
Translation amp
Interpreting SPD3189 Translation for the Workplace
SPD3262 Interpreting for the Professions
Linguistics SPD3260 Analysis of Modern Chinese
SPD3270 Analysis of English
Bilingual
Communication
SPD3263 Introduction to Bilingual
Communication
DSLR+
English SPD4553 English for Chinese Cultural
Themes
DSLR+
Chinese SPD4554 Chinese and Bilingual Academic
Inquiry +
Discipline-Specific Language Requirement subject
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject offers students an opportunity to integrate and apply
their language skills and knowledge of bilingual studies acquired on
the programme Students are expected to develop their critical
thinking skills by working independently to plan manage produce
and evaluate a detailed piece of work in one semester This subject
will provide studentsrsquo opportunities to evaluate and reflect critically
on their chosen area of study
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a identify a theoretical framework or model or practical problem
for investigation and study
b apply the language theories and knowledge of bilingual studies
acquired in the programme
c evaluate and reflect critically on the chosen topic and its
implications
d present findings recommendations andor results in a clear and
effective manner
51
Subject Synopsis
Indicative Syllabus
Students may choose to adopt different approaches for this
Integrated Study Some suggestions are as follows
1) Literature Review Approach students can discuss and analyse a
theoretical model or framework and conduct a critical review of
the literature in a particular area related to bilingual studies
OR
2) Practical Approach students can synthesise and apply what they
have learnt to manage a project based on an analysis of a
perceived need of a real business non-profit making
organisation
Other approaches are possible subject to the PEG approval
TeachingLearning
Methodology
A detailed project guideline will be provided to help the students
Each student will then be assigned to a supervisor who will provide
guidance throughout this project Specific consultation hours will
be arranged to facilitate students in this project Students are
required to develop and define a topic in consultation with the
supervisor submit a proposal and a progress report and at the end
submit a final report
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme Committee
The project will be assessed on the basis of proposal progress report
(including discussion and consultation with supervisor) and final
report
Assessment of proposal and progress report will focus on the
formative aspect of student performance and is appropriate for
intended outcomes 1 and 2 The final report accounts for 70 of
assessment and assessment is based on all four intended outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 100
1 Proposal 15
2 Progress report
(including discussion and
consultation with
supervisor)
15
3 Final report 70
Total 100
52
Student Study
Effort Expected Lecturer-student contact
Workshops 6 Hrs
Consultationsupervision 25 Hrs
Other student study effort
Self-study 120 Hrs
Total student study effort 1285 Hrs
Reading List and
References
References
Anderson J amp Poole ME (2002) Assignment and thesis writing
(4th
ed) Milton John Wiley amp Sons
Babbie E (2012) The practice of social research (13th
ed)
Cengage Learning
Bryman A (2011) Business research methods Oxford amp New
York Oxford University Press
Creswell J W (2007) Qualitative inquiry and research design
Choosing among five approaches (2nd
ed) Thousand Oaks CA
Sage Publications
Creswell J W (2008) Research design Qualitative
quantitative and mixed methods approaches (3rd
ed) Thousand
Oaks CA Sage Publications
Davis K A (1995) Qualitative theory and methods in applied
linguistics research TESOL Quarterly 29(3) 427-453
Doumlrnyei Z (2007) Research methods in applied linguistics
Oxford Oxford University Press
Doumlrnyei Z (2010) Questionnaires in second language research
Construction administration and processing (2nd
ed) New
York NY Routledge
Harmon C (2000) Using the internet online services and CD-
ROMs for writing research and term papers (2nd
ed) New York
amp London Neal-Schuman
Kumar R (2005) Research Methodology A step-by-step guide
for Beginners (2nd
ed) SAGE Publication
Merrigan G (2004) Communication Research Methods
Belmont CA WadsworthThomson Learning
Polonskey M J (2005) Designing and Managing a Research
53
Project A Business Studentrsquos Guide Thousand Oaks CA SAGE
Ruane J M (2005) Essentials of Research Methods A Guide to
Social Science Research Malden MA Blackwell
Silverman D (2013) Doing qualitative research A practical
handbook London SAGE
Zikmund W (2003) Business research methods (7th
ed) South-
Western of Thomson Learning
Additional papers and books relevant to the studentrsquos specific
project topic will be identified by the student or recommended by the
supervisor
54
Subject Code SPD3225
Subject Title Written English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build studentsrsquo competencies in
professional written English It is designed to enable students to
write in a crisp efficient professional style that gets the required
results by focusing on the readerrsquos needs and minimising any
chances of misunderstanding
Secondary objectives are to expand studentsrsquo range of language and
to improve accuracy tone and cohesion
Modern Professional Style will be analysed practised and mastered
to gain the benefits of precision of expression enhanced
relationships and accountability
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a analyse their readersrsquo needs and select information accordingly
b write concisely and without ambiguity of message
c create a positive impression through improved accuracy and
tone
d accomplish demanding writing tasks within desired timeframes
The above will include attention to and feedback on a range of
studentsrsquo written English skills
range of language
grammatical accuracy
organisation and coherence
toneappropriacy
55
Subject Synopsis
Indicative Syllabus
Part 1 Modern Professional Style for Email
Effective vs ineffective written communication
Being able to apply key principles and techniques of Plain English
Developing an awareness of the needs of the reader Critically
comparing the features of effective and ineffective written texts
Creating a reader-friendly document
Making key information stand out frontloading key information
using vertical lists and using parallel structure
Modern Professional Style
Using key principles and techniques such as conciseness and an
appropriate register (neutral style vs informal style)
Developing an appropriate tone
Creating a sincere professional image through vocabulary
selection grammatical voice and positive tone
Genre specific patterns
Recognising and applying appropriate patterns for a variety of
purposes particularly
Dealing with enquiries
Discussing and agreeing terms
Expressing dissatisfaction
Responding to customer problems
Linguistic range and accuracy
Being better able to select appropriate vocabulary and control
grammatical accuracy Being able to identify and correct common
errors in written texts
Part 2 Modern Professional Style for Reports
Applying the appropriate techniques from Part 1 to short reports
and proposals Being able to effectively select and organise relevant
information in order to write a well organised reader friendly report
or proposal
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the professional written English
Step 2 Students analyse texts and - with guidance - discover key
language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
56
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy tone
conciseness etc
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods tasks
weighting
Intended subject
learning outcomes
to be assessed
a b c d
Continuous Assessment 50
1 Communicating with
colleagues or customers 20
2 Short report or proposal 30
Examination (BULATS
Writing Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate in written English in a business
context The tasks also indirectly address in terms of content For
example the assessed tasks may require students to synthesise
business information from different functional units of an
enterprise discuss how best to deal with an ethical dilemma facing
an enterprise andor use their global outlook to decide the best way
to deal with a business-related communication task
Subject Intended Learning Outcomes (SILOs)
Each of the three assessment tasks allow the SILOs to be assessed
The assessed tasks are however different from each other in that
they elicit from students a range of relevant text types eg
responding to an enquiry expression dissatisfaction asking a
colleague for clarification writing a short marketing report etc
Each task is designed to elicit a representative sample of language
from which studentsrsquo range accuracy organisation coherence
and tone appropriacy can be assessed Task completion will also
be assessed written communication often has a specific objective
and whether or not a text achieves its objective needs to be
considered in awarding grades for communicative ability
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
57
Criteria and descriptors vary slightly between the formative tasks
and the BULATS Writing Test but the core underlying language
skills are very similar
Student Study
Effort Expected
Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Books References
Ashley A (2000) A handbook of commercial correspondence
Oxford Oxford University Press
Brock SL (2003) Better business writing techniques for
improving correspondence (4th
ed) Menlo Park CA Crisp
Learning
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Oxford
Macmillan
Bilbow Grahame T (2004) Business writing for Hong Kong (3rd
ed) Hong Kong Longman
Holt R D Grigor amp N Sampson (2004) Email International
business correspondence for all occasions Hong Kong
Macmillan
McCarthy M et al (2009) Grammar for business Cambridge
University Press
Mascull Bill (2010) Business vocabulary in use Advanced
Cambridge Cambridge University Press
Mascull Bill (2010) Business vocabulary in use Intermediate
Cambridge Cambridge University Press
Pile L (2004) E-mailing Addlestone UK DELTA Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
58
Subject Code SPD3226
Subject Title Spoken English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build a broad awareness of and develop
the spoken English communication skills that are increasingly
needed to achieve successful outcomes in a range of fairly
demanding work-related situations
This is a task-based subject in which students encounter a range of
simulated professional situations focussed on problem solving and
presentations The contexts are designed to provide opportunities to
introduce analyse and practise a range of functional language (eg
the language of negotiating options promising action clarifying
meaning etc) with particular attention to tone and register A
secondary objective is to expand studentsrsquo professional vocabulary
Intended Learning
Outcomes
On successfully completing this subject students will have the
language skills to be able to do the following in a professional and
appropriate manner
a establish a professional relationship in an appropriate manner
b contribute to and if necessary manage a problem-solving
meeting in a professional and appropriate manner
c present themselves their ideas and the products and services of
a company or organisation
d negotiate in a professional and appropriate manner
The above will include attention to and feedback on a range of
studentsrsquo spoken English skills
range of language
grammatical accuracy
pronunciationstressintonation
discourse management
interactive communication skills
59
Subject Synopsis
Indicative Syllabus
Communicating in Groups
Functional language for
contributing to meetings (eg asking for and giving opinions
dealing with interruptions clarifying etc)
managing meetings (eg setting objectives asking for
clarification keeping to the point summarising etc)
problem-solving (eg stating options balancing arguments
changing your approach etc)
decision making (eg making a suggestion expressing doubt
stating future action etc)
Presenting Persuasively
Functional language and communication techniques for
Laying solid foundations the start the finish signposting
Powerful techniques eg repetition rhetorical questions the
rule of three
Being positive and dramatic power words amp convincing
language storytelling and anecdotes
Handling questions paraphrasing questions answering
strategies
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the target language in realistic professional
contexts
Step 2 Students analyse audiovideo recordings and transcripts
and with guidance-discover key language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy pronunciation
etc
60
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
method tasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
50
1 Three- way problem-
solving discussion 25
2 Individual
presentation 25
Examination
(BULATS Speaking Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate more effectively and efficiently in
professional spoken English in a business context
Subject Intended Learning Outcomes (SILOs)
The three assessment tasks allow each of the 4 SILOs to be
assessed at least twice Each task is designed to elicit a
representative sample of language from which studentsrsquo range
accuracy discourse management pronunciation stress
intonation and interactive abilities can be assessed
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
Criteria and descriptors vary slightly from one assessed task to
another depending on the exact skill-set to be assessed but the core
underlying language skills are very similar
Student Study
Effort Expected Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
As this is a language skills subject it does not require extensive
academic reading but rather extensive exposure analysis and
practice Students may find the following sources useful
Recommended Books References
Allison J amp P Emmerson (2007) The business intermediate
studentrsquos book with DVD ROM Oxford Macmillan
Centre for Professional and Business English (2002) Business
61
English kit for HK executives common errors business writing
amp social English Hong Kong Economic Times
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Macmillan
Oxford UK
Mascull Bill (2002) Business vocabulary in use intermediate
Cambridge Cambridge University Press
Mascull Bill (2004) Business vocabulary in use Advanced
Cambridge Cambridge University Press
McCarthy M et al (2009) Grammar for business Cambridge
Cambridge University Press
Murphy R (2012) English grammar in use with answers A self-
study reference amp practice book for intermediate students of
English (4th
ed) Cambridge Cambridge University Press
Online Resources
General
BBC Learning English
wwwbbccoukworldservicelearningenglishgeneral
Presentations
Presentation Magazine wwwpresentationmagazinecom
PolyU ELC
httpelcpolyueduhkcillpresentationsordering_questionhtm
Podcasts
Business English Pod wwwbusinessenglishpodcom
English Pod wwwenglishpodcom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
62
Subject Code SPD4337
Subject Title English and Chinese in Contrast
Credit Value 3
Level 4
Medium of
Instruction
English (Chinese is used only when a Chinese term is referred to)
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Linguistic Knowledge in English and Chinese would be helpful for
deeper understanding of this course
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This is a comprehensive linguistic course highlighting the
differences between English and Chinese through a linguistic
study of both It aims to develop studentsrsquo awareness of the
contrastive linguistic differences and similarities in Chinese and
English With daily examples students should be able to identify and
analyse critically the structures and functions of these languages and
apply the subject knowledge to solve linguistic problems encountered
in professional and workplace discourses and in daily communication
situations This subject will also encourage studentsrsquo examination of
the intercultural linguistic difference between the east and the west as
well as the intra-cultural differences within the Greater China region
essential to translation and other integrated use of English and
Chinese for professional communication
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a recognise the significance of contrastive analysis in professional
communication
b develop an understanding of the linguistic differences and
similarities between Chinese and English
c identify and analyse critically the structures and functions of these
languages
d apply the subject knowledge to the explanation of linguistic
phenomena encountered in professional discourses and in day-to-
day communication situations
e examine the intercultural difference between the east and the west
as well as the intra-cultural differences within the Greater China
region linguistically essential to translation and other integrated
use of English and Chinese for professional communication
63
Subject Synopsis
Indicative
Syllabus
Overview of Contrastive Analysis
Introduction to contrastive analysis in linguistics function and
importance of contrastive analysis in linguistics evolution of and
philosophies behind the Chinese and English languages
Linguistic Differences and Similarities between Chinese and
English
Fundamental Linguistic characteristics of English and Chinese
contrastive study of English and Chinese phonetics and phonology
word formation morphology grammar syntax semantics
Cross-cultural Translation and Communication
Translation skills (order form structure) language of respect and
humanity face politeness conventional cognition of English and
Chinese
Teaching
Learning
Methodology
Lectures will introduce and explain the principles and various
approaches to contrastive language studies with specific reference to
examples drawn from the greater China region and the English-
speaking countries wherever appropriate and invite sharing of
observations through group discussion
Tutorials provide students the opportunity to deepen their
understanding of the concepts taught in lectures and to understand the
linguistic differences and similarities between Chinese and English as
well as cultural differences in Chinese and English through tutorial
exercises student presentations and group discussions
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d e
Continuous Assessment 60
1 Group project with
individual components 35
2 Mid-term test 15
3 Participation and in
class work 10
Examination 40
Total 100
64
Student Study
Effort Expected Class contact
Lecture 26 Hrs
Tutorial 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
Yule G (2010) The study of language (4th
ed) UK Cambridge
University Press
潘文國 (2013) 漢英語言對比概論 北京 商務印書館
References
Chen D (2011) Contrastive linguistics between Chinese and
English Beijing Foreign Language Teaching and Research Press
Hatim B (1997) Communication across cultures Translation theory
and contrastive text linguistics Exeter Exeter University Press
Nida E A (1993) Language culture and translating Shanghai
Shanghai Foreign Language Education
Snell-Hornby M (2001) Translation studies An integrated
approach Amsterdam John Benjamins
何善芬 (2002) 英漢語言對比研究 上海 上海外語敎育出版社
卉君 (1993) 漢語基本知識 香港 商務印書館
黃伯榮 amp 廖序東 (2011) 現代漢語 北京 高等教育出版社
金惠康 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
李德津 amp 程美珍 (2008) 外國人使用漢語語法 (修訂本) 北京
北京語言大學出版社
蕭立明 (2010) 英漢比較硏究與翻譯 上海 上海外語敎育出版
社
陳定安 (1997) 英漢比較與翻譯 香港 商務印書館
王武興 (2003) 英漢語言對比與翻譯 北京 北京大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
65
Subject Code SPD4346
Subject Title Translation for the Media
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Basic knowledge in SPD3189 Translation for the Workplace or
equivalent
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject introduces to the students the features and practices of
the media industry in Hong Kong and important concepts and
techniques in the translation of media documents including news
reports magazine articles web pages etc It provides sufficient
practice to help students acquire hands-on experience and essential
skills to develop expertise in media translation
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the features and practices of the media industry in Hong
Kong
b analyse different formats and styles of English and Chinese
media texts and
c form and apply appropriate approaches and strategies for
translation tasks of different media texts
Subject Synopsis
Indicative Syllabus
Features and Practices of Media Industry in Hong Kong
Todayrsquos media Functions of the mass media Fundamental
considerations of media translation Tasks of a media translator
Characteristics of Media Language
Nature of media language Semantic level Syntactic level Rhetoric
level Features of English and Chinese media writings
Translation Skills Approaches and Strategies for Media
Documents
Transliteration literal translation liberal translation and combined
translation Addition omission repetition reversion and
rearrangement of words and expressions Balance of accuracy
fluency and expressiveness Adapting editing and re-writing texts
Translation for Printed Media
Translation strategies and approaches for different types of printed
media writings including news reports magazine articles editorials
etc
66
Translation for Electronic Media
Translation strategies and approaches for different types of
electronic media writings including TV and radio broadcast
internet etc
TeachingLearning
Methodology
Lectures focus on the introduction and explanation of translation
theories and concepts with specific reference to different media
documents wherever appropriate Group discussions are arranged
regularly Tutorials provide students with the opportunity to deepen
their understanding of the concepts taught in lectures and to apply
the theories in practice The activities in tutorials normally include
discussion practice and presentation related to both the source text
and the target text of media documents
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments (eg
test reflective journal case
study)
20
3 Group assignments (eg
project report research
paper)
10
4 Class participation 10
Examination 40
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
67
Reading List and
References
Recommended Textbook
There is no prescribed textbook This is a dynamic course which
mainly involves current media documents in Hong Kong Lecture
summary and supplementary notes may be distributed from time to
time
References
Ho W K (2001) Media translating In An Encyclopedia of
Translation Chinese-English eds Chan Sin-wai amp David E
Pollard (pp 651 ndash 657) Hong Kong The Chinese University Press
Itule BD amp Anderson DA (2007) News writing and reporting
for todayrsquos media (7th
ed) New York McGraw Hill
McLoughlin L (2000) The language of magazines London
Routledge
Reah D (2002) The language of newspapers (2nd
ed) London
Routledge
朱伊革 (2007) 英語新聞的語言特點與翻譯 上海 上海交通大
學出版社
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版
金惠香 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
康照祥 (2005) 媒體識讀 臺北 揚智文化
端木義萬 (2000) 傳媒英語研究 北京 中國社會科學出版社
廖柏森 (2007) 新聞英文 閱讀與翻譯技巧 臺北 眾文圖書公
司
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
賴蘭香 (2012) 傳媒中文寫作 香港 中華書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
68
Subject Code SPD4468
Subject Title Writing for Marketing and Public Relations Purposes in English
Credit Value 3
Level 4
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Marketing Management and Public Relations
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject stresses the importance for marketing and PR
professionals to communicate effectively to their target audiences
It equips students with the essential conceptual and analytical skills to
enable them to write a range of effective marketing and PR materials in
English which observe common textual conventions used by
professional marketing and PR writers
The primary focus is on creating effective advertisingpromotional
copy and effective media releases as these are the most common ways
of reaching a target audience Students will also become acquainted
with other text types including backgrounders brochures and broadcast
scripts
Recent technological changes are covered to give students an
understanding of how technology has impacted written communication
skills in the marketing and PR industries
Intended
Learning
Outcomes
Upon successful completion of this subject students will be able to
a identify the intended public and the nature of various media in
planning and writing marketing and PR text
b apply marketing and public relations writing skills to produce
effective promotionaladvertising copy and press releases that reach
their target audience with the desired effect
c recognise and understand legal and ethical problems associated
with marketing and public relations writing and adjust writing style
to avoid these and
d proofread a range of marketing and public relations texts to
improve accuracy by identifying a range of common grammatical
errors
69
Subject
Synopsis
Indicative
Syllabus
The subject develops studentsrsquo awareness of how a range of effective
marketing and PR texts are constructed and helps them develop their
own professional writing skills to produce texts with similar features
It uses genre analysis to analyse the lsquomovesrsquo used by effective
marketing and PR writers in a range of markets and media and
provides many opportunities for students to produce and critically
evaluate their own texts
PART 1 Before you Start Writinghellip
a) Setting communication objectives
Adopting a problem-solution mindset
Defining your target audience
Defining what you want your writing to achieve
b) Considering legal and ethical issues
Defamation
Privacy
Inclusiveness
Gender-neutral writing
lsquoGreenwashrsquo
PART 2 Writing Copy that Sells
a) Key lsquomovesrsquo of successful promotionaladvertising texts
Getting the readerrsquos attention and holding it
Writing from the readerrsquos point of view
Putting human benefits before features
Identifying your USP
Establishing your credibility
Showing that the value exceeds the price
Telling the reader what to do next
Giving the reader a reason to act now
Creating a compelling headlinetagline
b) Critical evaluation of a range of authentic promotionaladvertising
texts in different media
c) Analysis of common linguistic errors in promotionaladvertising
texts written by Chinese L1 writers
PART 3 Writing Successful Media Releases
a) Key lsquomovesrsquo of successful media releases
Identifying a strong news angle
Getting the story into the lead paragraph
Adding high-impact quotes
Creating a compelling headline
Maintaining an objective and neutral tone
b) Critical evaluation of a range of authentic media releases
c) Analysis of common linguistic errors in media releases written by
Chinese L1 writers
70
Teaching
Learning
Methodology
The approach to teaching and learning will incorporate
a) guided discovery
b) skills development in focused tasks and
c) opportunities for students to demonstrate individually their
improved competence
Class time will focus on a discovery-based approach in which students
through guided analysis of model texts will critically evaluate a range
of successful (and occasional unsuccessful) marketing and public
relations copy to identify key features
Students will go on to develop their ability to incorporate these
features into their own writing apply their understanding by
synthesising a range of writing techniques and skills to produce
effective texts of their own in group and individual writing activities
There will be a balance between group work and individual
participation Group work will prepare students to work effectively
with other team members Individual writing tasks and other tasks will
develop a sense of personal responsibility for the quality of their own
communication
Students are expected to read widely on the subject The lecturer will
direct students to one or more specific articles that consolidate and
expand the skill(s) that have been covered that week Alternatively
students may be expected to read some of the theoretical material
before class and come to class already informed of key principles
There is no distinction between lectures and tutorials for this subject
71
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Final Examination 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to approval of the School Programme Committee
Student Study
Effort Expected
Class contact
Lessons 39 Hrs
Self-study and class preparation 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbook
The material is based on the work that the Centre for Professional and
Business English (CPBE) of PolyU carries out with organisations and
working adults in Hong Kong Students will receive the core course
material in two in CPBE-written modules
Part A Writing Copy that Sells
Part B Writing PR Copy
72
References
Aronson M Spetner D amp Ames C (2007) The Public Relations
Writers Handbook The Digital Age 2nd Edition San Francisco
JosseyBass
Bivins T H (2013) Public Relations Writing The Essentials of Style
and Format 8th
Edition McGraw-Hill
Bly RW (nd) The Fundamentals of Persuasive Writing Retrieved 15
December 2015 from wwwblycomPagesdocumentsTFOPWhtml
Farrall C and Lindsley M (2008) Professional English in Use
Marketing Cambridge Cambridge University Press
Harrington J (2015) RIP press releases hello integration and
goodbye PR Welcome to the future of our industry Retrieved 15
December 2015 from wwwprweekcomarticle1366952rip-press-
releases-hello-integration-goodbye-pr-welcome-future-industry
Hayden CJ (2009) Increase Your Signal-to-Noise Ratio Retrieved 15
December 2015 from wwwgetclientsnowcomsignal-to-noise-
ratiohtm
Makepeace C (2009) How to Create a Killer Ad Retrieved 15
December 2015 from
wwwmakepeacetotalpackagecomarchiveshow-to-create-a-killer-ad
Rich C (2012) Writing and Reporting News 7th ed Belmont
California Wadsworth
Ross K (2015) How to Write a Press Release in One Easy Lesson
Retrieved 15 December 2015 from wwwkayrosscompress-
releasehtml
Ross K (2015) Why Should I Visit Your Website - And Why Should I
Stick Around Retrieved 15 December 2015 from
wwwkayrosscomwhy-websitehtml
Schermerhorn M (2005) Writing Great Website Sales Copy
Retrieved 15 December 2015 from httpezinearticlescomWriting-
Great-Website-Sales-Copyampid=36763
Scott DM (2013) The New Rules of Marketing amp PR How to Use
Social Media Online Video Mobile Applications Blogs News
Releases and Viral Marketing to Reach Buyers Directly Hoboken NJ
John Wiley amp Sons
Smith R D (2008) Becoming a Public Relations Writer A Writing
Process Workbook for the Profession 3rd ed Routledge
73
Swain JW amp Swain KD (2014) Effective Writing in the Public
Sector Armonk USA Routledge
Whitaker W R Ramsey J E and Smith R D (2012) Media writing
print broadcast and public relations 4th ed New York Routledge
Wilcox D L (2012) Public Relations Writing and Media
Techniques 7th ed Pearson
Yopp J J and McAdams K (2014) Reaching Audiences a Guide to
Media Writing 6th ed Boston Allyn amp Bacon
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
74
Subject Code SPD4556
Subject Title Languages in Contemporary Societies
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to help the students to understand the
social nature of language to be keenly aware of the product and process
of languages in contact and cross-language influence in the accelerated
globalising society and to be able to apply the sociolinguistic knowledge
learned in class to analyse and evaluate language use in various social
and cultural contexts
Intended
Learning
Outcomes
Students are expected to be able to
a Articulate the social nature of language and the role of language in
both reflecting and constructing a speakers social identity
b Acquire acute awareness and understanding of the dynamics of
language variation and change in multilingual and multicultural
societies
c Appraise critically language-related issues and exercise critical
judgment in evaluating language use in various social and cultural
contexts
d Apply sociolinguistic knowledge to describe and explain the
phenomena of human interaction the students encounter
e enhance critical thinking in the course of study a theoretical subject
socio-linguistics
f enhance biliteracy and trilingualism by virtue of a deeper
understanding of language use in cosmopolitan multi-lingual cities
like Hong Kong
Subject
Synopsis
Indicative
Syllabus
1 Language and social identity
2 Bilingualism and diglossia
3 Societal multilingualism
4 Code-mixing and code-switching
5 Linguistic variation and change
6 Language culture and thought
7 Register genre and style
8 Language and internet development
9 New Media Literacy
75
Teaching
Learning
Methodology
Theory and practice will be fully integrated throughout the subject In
addition to the provision of key concepts of the subject and guidance on
applications highly interactive seminars are designed to encourage
active participation from the students in classroom discussion
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation 20
2 Quiz 20
3 Term paper 40
4 Class participation 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed by presentation quiz and term paper While
the quiz assesses the studentsrsquo grip of the subject matter of a general
nature the presentation and term paper will involve applying the
conceptual resources learned in the subject to describe critically
evaluate and explain some samples of language use in society Besides
the participation tutorial encourages the students to participate actively
in discussion and critically responds to the teacher and fellow classmates
in academic debates
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Supervised studies group work 35 Hrs
Library search fieldwork own research 35 Hrs
Total student study effort 109 Hrs
76
Reading List and
References Aitchison Jean and Diana M Lewis (ed) 2003 New Media
Language London Routledge
Auer Peter (ed) 2007 Style and Social Identities Alternative
Approaches to Linguistic Heterogeneity New York Mouton de
Gruyter
Bonvillain Nancy (2014) Language culture and communication
the meaning of messages [The Seventh Edition] Upper Saddle
River NJ Pearson
Claika Elaine 1994 Language The Social Mirror (3rd Ed) Heinle
amp Heinle
Deborah Tannen and Anna Marie Trester (ed) 2013 Discourse 20
language and new media Washington DC Georgetown University
Press
Eckert Penelope amp Sally McConnell-Ginet 2013 Language and
Gender [The Second Edition] Cambridge University Press
Fasold Ralph 1996 The Sociolinguistics of Language Oxford
Basil Blackwell
Holmes Janet 2013 An Introduction to Sociolinguistics [The
Fourth Edition] Longman
Wardhaugh Ronald (2015) An Introduction to Sociolinguistics
[The Seventh Edition] Chichester John Wiley amp Sons Inc
Stockwell Peter 2007 Sociolinguistics A Resource Book for
Students Routledge
教育部語言文字信息管理司組編《中國語言生活狀況報告》
2005 2006 2007 2008 2009 2011 北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
77
Subject Code SPD4558
Subject Title Applied Translation Studies
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to produce students who understand the factors
involved in communication across two languages who have an
awareness of the different levels of meaning in a text who can use this
awareness to evaluate both source texts and their translations who
have an awareness of basic issues concerning translation as a
profession It will also assist students to examine texts and analyse the
linguistic and sociolinguistic issues underlying communication across
cultures
Intended
Learning
Outcomes
Students are expected to be able to
a understand linguistic and cultural issues in translation
b analyse texts from the point of view of a translator
c identify translation problems in relation to syntax lexis function
and cultural issues to classify them and to find solutions
d translate texts of various types using appropriate strategies and
procedures
e become thinking translators
f students are expected to develop the ability of critical thinking and
cultural appreciation
Subject
Synopsis
Indicative
Syllabus
1 introduction- what translation studies does
2 science of translationmdashlinguistic approach to translation
3 dynamic equivalence
4 type reader translator strategy (functionalist approach)
5 text analysis in translation
6 translation procedures
7 translation of metaphor
8 translation of terminology
9 cultural issues in translation
10 multilingualism in a monolingual text
11 translation in the context of bilingualism and biculturalism
78
Teaching
Learning
Methodology
This subject will be conducted in lectures and seminars Assignments
will be designed to provide tasks which encourage and develop critical
analysis and evaluation as well as encourage and develop the
discussion of their own work and existing translations
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 One paper 80
2 Class
participation
amp paper-conducting
20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed in the form of essays describing
translation problems encountered by the students using theories learned
in class and readings and analyse existing translations
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Peter Newmark A Textbook of Translation (New York Prentice Hall
1988) Eugene A Nida ldquoDynamic Equivalence in Translationrdquo in An
Encyclopaedia of Translation (Hong Kong Chinese University Press
1995) pp223-230
Jin Di ldquoEquivalent Effect in Translationrdquo in An Encyclopaedia of
Translation (Hong Kong Chinese University Press 1995) pp231-234
Roman Jakobson ldquoOn Linguistic Aspects of Translationrdquo Theories of
Translation eds Rainer Schulte and John Biguenet (Chicago and
London University of Chicago Press 1993) pp 144-151
Marilyne Rose ldquoTranslation Types and Conventionsrdquo Translation
Spectrum ed Marilyne Rose (Albany State University of New York
Press 1981) pp31-40
Katharina Reiss ldquoText Types Translation Types and Translation
79
Assessmentrdquo Readings in Translation Theory ed Andrew Chesterman
(Helsinki Oy Finn Lectura Ab 1989) pp106-115
Juliane House ldquoTranslation Quality Assessmentrdquo Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 157-161
Christiane Nord Translation as a Purposeful Activity St Jerome
(1997)
Marrlyne Rose ldquoTime and Space in the Translation Process in
Translation Spectrum pp 1-7
Vinay amp Darkelnet ldquoTranslation Proceduresrdquo in Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 61-69
Jin Di amp Eugene Nida On Translation 中國對外翻譯出版公司
1984
JC Catford A Linguistic Theory of Translation Oxford Univ Press
1965
孫述宇金聖華《英譯中》香港中文大學校外進修部
1975
張培基等《英漢翻譯教程》上海瓦與教育出版社2007
譚載喜《新編奈達論翻譯》北京對外翻譯出版公司1999
劉靖之ldquo重神似不重形似rdquo《翻譯論集》(香港三聯書店
1989) pp1-15
羅新璋 ldquo我國自成體系的翻譯理論rdquo《翻譯論集》(香港商務
印書館1989) pp1-19
林語堂 ldquo論翻譯rdquo 《翻譯論集》(香港三聯書店1989)
pp32-47
趙元任ldquo論翻譯中信達雅的信的幅度rdquo《翻譯論集》(香
港三聯書店 1989)pp48-63
陳西瀅 ldquo論翻譯 rdquo《翻譯論集》(北京商務出版社
1989)pp 400-408
曾虛白ldquo翻譯中的神韻與達rdquo《翻譯論集》(北京商務出版
社 1989)pp 409-416
80
傅雷ldquo翻譯與臨畫 mdash《高老頭》重譯本序rdquo 《翻譯論集》(香
港三聯書店1989) pp 68-69
傅雷關於翻譯的通信《翻譯論集》(香港三聯書店1989)
pp 70-78
錢鍾書ldquo林紓的翻譯rdquo《翻譯論集》(香港三聯書店1989)
pp 302-332
黃宣範ldquo翻譯的語言基礎rdquo《翻譯與語意之間》(台北聯經出
版事業公司1993)pp217-242
《翻譯季刊》香港翻譯學會
《中國翻譯》中國翻譯者協會
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
81
Subject Code SPD4559
Subject Title Bilingual Communication Workshop
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The aim of this subject is to achieve better co-ordination and
integration for the learning of Chinese (including Putonghua) and
English among the students and to better prepare students for
professional environments where the two written codes and three
spoken languages will be either simultaneously interchangeably or
integratively used It is believed that such environments are the
norm in both the private and public sectors of Hong Kong and that
graduates from this programme will be expected to assume as
executives the role of linguistic brokers or intermediaries in these
environments
This subject focuses on enhancing studentsrsquo biliterate and trilingual
skills as well as integrated bilingual communication via a lsquolearning
by doingrsquo approach whereas SPD3263 focuses on developing
studentsrsquo grip on the conceptual resources related to bilingual
communicative norms and the conduct and content of bilingual
communication especially its integrated form
Intended Learning
Outcomes
Students are expected to be
a knowledgeable of the types and features of bilingual
communication in both the private and public sectors
b skilled in parallel drafting of documents in both Chinese and
English and in integrated forms of bilingual communication
c able to conduct a range of acts of verbal and non-verbal
communication such as speech opening amp closing
complimenting amp toasting informational probing amp querying
criticising amp self-defending in a professional manner in cross-
cultural and professional contexts
d bilingual norms of language-mediated communication
e communicative norms of inter-cultural communication
f rhetorical tasks involving queries critique ampor lobbying
82
Subject
Synopsis
Indicative
Syllabus
1 making amp defending a case in both Cantonese Putonghua amp
English
2 conducting parallel case documentation in both Chinese and
English
3 making queries in Cantonese Putonghua and English
4 conducting integrated bilingual communication
Teaching
Learning
Methodology
This subject will be conducted in a highly interactive workshop mode
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks~
weighting
Intended subject learning outcomes to
be assessed
a b c d e f
Continuous
Assessment
100
1 Three oral
exercises 55
2 Two written
exercises 35
3 Feedback
given as a
consultant^
10
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
As an advocate (25) as a fact-finder (10) as a critic (20)
^ Consultant is a role-play position in the simulated class exercises The role
of the consultant in class exercises is to offer helpful suggestions to other
players for improvement This part of assessment is a minor class work
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Guided Supervision 13 Hrs
Other student study effort
Preparation amp Practices 35 Hrs
Writing Exercises 35 Hrs
Total student study effort 109 Hrs
83
Reading List and
References References
Argenti P (2007) Corporate communication (4th
ed) New York
NY McGraw-HillIrwin
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
Chaney LH amp Martin JS (2014) Intercultural business
communication (6th ed) Upper Saddle River NJ PearsonPrentice
Hall
John Sinclair (Eds) (2011) Collins Cobuild English dictionary for
advanced learners Bishopbriggs Glasgow HarperCollins
Mascull B (2010) Business vocabulary in use Advanced (2nd
ed)
Cambridge Cambridge University Press
Mascull B (2010) Business vocabulary in use Intermediate (2nd
ed) Cambridge Cambridge University Press
中國社科院語言研究所詞典編輯室 (2016) 現代漢語詞典 香港
商務印書館
中國社會科學院語言研究所 (2011) 新華字典(第 11 版) 北京
商務印書館
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
香港理工大學中文及雙語學系 (2010) 理大實用中文寫作手冊
香港 香港理工大學中國語文教學中心
陸谷孫(2008)英漢大詞典 上海上海譯文出版社
經濟日報出版社 (2002) 中國商務應用文書手冊 香港 經濟日
報出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
84
Subject Code SPD4563
Subject Title Chinese Media in the Bilingual Context
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject presents and explores issues of bilingualism and
multiculturalism in Chinese media practice in the accelerated globalising
and pluralistic societies of today utilising conceptual resources from
bilingualism and discourse analysis The students are encouraged to
reflect and generalise the use of language and languages in media
discursive practice and to apply and extend their creative and critical
thinking capacity as well as their bilingual knowledge and skills through
analysing and practicing different media genres in Hong Kong and the
related Cultural China regions
Intended
Learning
Outcomes
Students are expected to be able to
a acquire a good understanding of the sociocultural and
sociolinguistic characteristics of Chinese media in Hong Kong and
its related Cultural China regions
b appraise critically language-related issues of media communication
in the accelerated globalising and digitalising world
c develop further bilingual knowledge and skills with an appropriate
usemix of signs styles and symbols for Chinese media production
in a pluralistic society
d develop critical and creative thinking via analysing and producing
different media products in Hong Kong and the related Cultural
China region
e develop integrated biliteracy and trilingualism with heightened
awareness and appreciation of the multilingual and multicultural
mix in Hong Kong and the related Cultural China regions
Subject
Synopsis
Indicative
Syllabus
1 Globalisation localisation and the development of Chinese media
2 Orality and literacy in Chinese media
3 New words and formation in Chinese media
4 Codemixing and codeswitching in Chinese media
5 Intertextuality and hybridity in Chinese media
6 Stylistic variations and changes in Chinese media
7 Signs and Symbols in Chinese media
8 Ideology and image transformation in Chinese media
85
Teaching
Learning
Methodology
The subject will be divided into lectures and seminars Lectures will
cover the major themes in the broadest form while seminars will
concentrate on the special topics andor case studies A combination of
various exercises including presentation class discussion and media
work production will be utilised to maximise the learning outcomes for
the students Tutorial sessions will be arranged to assist students to
complete their assignments satisfactorily
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e
Continuous
Assessment
100
1 Presentation 20
2 Class
participation 15
3 Media
production 45
4 Quiz 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Seminars 13 Hrs
Other student study effort
Readings amp Discussion 30 Hrs
Writing amp problem-solving tasks 50 Hrs
Total student study effort 119 Hrs
86
Reading List
and References
Baran Stanley J 2007 Introduction to Mass Communication Media
Literacy and Culture (Updated 4th ed) New York McGraw-Hill
Chan K J W Walls and D Hayward 2007 (ed) East-West
Identities Globalisation Localisation and Hybridisation Boston
Brill
Craig T J and R King 2002 Global Goes Local Popular Culture in
Asia Hong Kong Hong Kong University Press
Li David CS 1996 Issues of Bilingualism and Biculturalism A Hong
Kong Case Study New York Peter Lang
Lee CC JM Chan Z Pan and CY K So 2002 Global Media
Spectacle News War over Hong Kong New York State University of
New York Press
Machin D amp T V Leeuwen 2007 Global Media Discourse A
Critical Introduction New York Routledge
Meinhof U amp J Smith 2000 Intertextuality and the Media From
Genre to Everyday Life New York Manchester University Press
Wu D D (ed) 2008 Discourses of Cultural China in the Globalising
Age Hong Kong Hong Kong University Press
Lee Francis L F (2014) Talk radio the mainstream press and public
opinion in Hong Kong Hong Kong Hong Kong University Press
王建華主編 2006《資訊時代報刊語言跟蹤研究》杭州浙
江大學出版社
吳東英 許謙文 2000 方言變異還是語體變異 內地與香港娛
樂新聞的語篇差異分析《中國語文》第一期35-41頁
吳東英秦秀白吳柏基2004香港報刊語言口語化的表現形
式和功能《當代語言學》 第3期248-256頁
俞旭郭中實黃煜主編(1999)《新聞傳播與社會變遷》香
港中華書局
鄭慶君 2007《手機短信中的語言學》長沙湖南大學出版
社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
87
Subject Code SPD4564
Subject Title Classical Chinese for Today
Credit Value 3
Level 4
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help our student to break the language barrier that
prevents them to access the civilisation of Ancient China recorded in the
textual forms It enables students to acquire reading ability in Classical
Chinese by adopting the principled systematic approach devised by Wang
Li and his team at Peking University to the acquisition of Classical
Chinese on the part of undergraduate students The essence of this
approach is the division of teaching materials into three parts namely (1)
texts (2) basic vocabulary (3) grammatical patterns and relevant
knowledge with a strong sense of striking a balance between maximising
the utility of each of these three parts and integrating the three as far as
practicable
Intended
Learning
Outcomes
Students are expected to be able to
a acquire sufficient vocabulary to understand Classical Chinese
b acquire the basic grammatical features that are commonly found in
Classical Chinese
c make use of dictionaries and reference works that are instrumental
in studying Classical Chinese source material
d generalise and apply the knowledge acquired to comprehend newly-
encountered texts
e translate Classical Chinese into modern Chinese
f appreciate the historical developments of Chinese language
g relate the classical texts to the cultural historical philosophical and
social evolutions in China
h develop critical and logical thinking through learning Classical
Chinese in a systematic manner
i acquire life-long learning skills through the application of
dictionaries and reference works in the study
j enhance the appreciation of traditional Chinese civilisation
including culture history and philosophy
k identify the influences of traditional Chinese civilisation on the
contemporary world
l have a better sense of historic-national identity and responsibility
88
Subject
Synopsis
Indicative
Syllabus
A Selected Texts
1 Pose Zuozhuan (左傳) Mencius (孟子) Lunyu (論語)
Zhuangzi (莊子) Xunzi (荀子) Han Fei Zi (韓非子)
Zhanguoce (戰國策) Sun Zi (孫子兵法) Shiji (史記)
Hanshu (漢書)
2 Poem Shijing (詩經)Chuci (楚辭)Tangshi (唐詩)
Songci (宋詞)
B Vocabulary
1 The basic meanings and the extended meanings of the
lexical items found in the selected text
2 The synonyms and related words of the lexical items
3 The semantic change of the lexical items in the history of
Chinese language
C Grammatical features
1 Sentence types and their markers
2 Passive versus active sentences
3 Lexical categories Pronouns Connectives prepositions
adverbs and particles
4 The functional shift of lexical categories in Classical
Chinese
5 Word Order in Classical Chinese
D Relevant Knowledge
1 Major dictionaries and reference works in studying
Classical Chinese
2 The metrical patterns in poems and verses
3 The family names and personal names in Ancient China
4 The official titles Ancient China governments
5 The rituals and festivals of Ancient China
6 The astronomical calendar adopted in Ancient China
Teaching
Learning
Methodology
In addition to lectures provided by the subject teacher students will be
required to apply the taught skills to solve problems in understanding
Classical Chinese on their own Critical discussion on the different
commentaries and annotations of the selected texts will be held
Presentations on the socio-cultural aspects of Ancient China will also be
required
89
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes to be assessed
a b c d e f g h i j k l
Continuous
Assessment
50
Examination 50
Total 100
Continuous assessment items andor weighting may be adjusted by the subject
lecturer subject to the approval of the School Programme Committee
The subject will be assessed by assignments and examination The take-
home assignments assess the respective knowledge and skills for the subject
while the final examination assesses studentsrsquo vocabulary size
comprehension ability and translation skills of Classical Chinese
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self studies 60 Hrs
Course work (total 3) 9 Hrs
Total student study effort 108 Hrs
Reading
List and
References
王力主編2006《古代漢語》(校訂重排本)一至四冊北京中華
書局
張世祿2004《古代漢語教程》(修訂版)上下冊上海復旦大學
出版社
王力1984《談談學習古代漢語》濟南山東教育出版社
王力編2000《王力古漢語字典》北京中華書局
王政白1992《古漢語同義詞辨析》合肥黃山書社
楊伯峻何樂士2001《古漢語語法及其發展》(修訂本)北京
語文出版社
村夫向東1985《古漢語語法手冊》太原山西人民出版社
周振甫2004《怎樣學習古文》北京中華書局
張中行2007《文言津逮》北京中華書局
The Reading List and References are indicative Relevant reading materials
will be suggested and assigned from time-to-time when they are deemed
90
appropriate
91
Subject Code SPD4565
Subject Title Communications in Greater China
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
Greater China is a political plurality and is multicultural with policies
and practices of communications varying from polity to polity This
subject will provide students with a survey and understanding of the
social and media characteristics and the communicative norms that are
essential for interpreting evaluating and designing corporate
communication materials related to media relations in the region
Conceptual resources from global communication and cross-cultural
competence will be utilised with the hope to further develop the
studentsrsquo multilingual sensitivity and their multicultural competence
which should help them better adapt to their future professional life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a articulate the social systems and the characteristics of persuasive
communication in the Greater China region
b articulate the media systems and characteristics that are relevant
to media relations management in the region
c evaluate the appropriateness and effectiveness of the language for
persuasion in the region based on their acquired knowledge of the
communicative norms and variations within the region
d plan design and produce integrated materials for public
communication campaigns and managing publicity for the
corporation
e broaden outlooks with enhanced knowledge and understanding of
the linkages and differences in the Greater China region
f enhance biliteracy and trilingualism with heightened awareness
and performance in using different Chinese varieties and styles in
relation to the context of the region
Subject
Synopsis
Indicative
Syllabus
1 The emergence of the concept Greater China and its constituents
2 Governmental policies and practice of communications in Greater
China
3 Public opinions and corporate image management in Greater
China
4 External corporate communications in Greater China
interpersonal dimension
5 External corporate communications in Greater China media
systems and practice
92
Teaching
Learning
Methodology
In addition to attending lectures and tutorials students are provided with
tasks that require survey evaluation and comparison as well as practice
of various forms of corporate communication and of managing
interpersonal and media relations for the corporation in the region
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation
oral quiz 20
2 Problem set 40
3 Quiz 20
4 Participation
tutorial 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The presentation oral quiz allows the students to demonstrate their
understanding of lecture content and provides them with an opportunity
to deal with a special topic within the subject in depth The problem set
will involve applying the conceptual resources learned from the subject
to 1) critically evaluate and justify the suitability of persuasive
communication(s) in Greater China 2) critique the existing approaches
and construct an alternative model for persuasive communication in the
region andor 3) plan and design materials for effective public
communication campaigns in the region While the quiz assesses the
studentsrsquo grip of the subject matter of a general nature the students are
also encouraged to participate actively in class by discussing with their
fellow classmates in the QampA session after the presentation oral quiz
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and Discussion 35 Hrs
Writing and Problem-solving Tasks 35 Hrs
Total student study effort 109 Hrs
93
Reading List
and
References
Lu Xing Wenshan Jia and D Ray Heisey (ed) 2002 Chinese
Communication Studies Contexts and Comparisons Westport CT Ablex
Publishing
Miller Dan P amp Robert L Heath 2004 Responding to Crisis A Rhetorical
Approach to Crisis Communication Mahwah NJ Lawrence Erlbaum
Associates Publishers
Magala Slawomir (ed) 2005 Cross-cultural Competence London
Routledge
McPhail Tomas L 2006 Global Communication Theories Stakeholders
and Trends Malden MA Blackwell Publishing
Rawnsley Gary D and Ming-Yeh T Rawnsley (ed) 2003 Political
Communications in Greater China New York RoutledgeCurzon
Stiff James B and Paul A Mongeau 2003 Persuasive Communication
New York The Guiford Press
Wu Doreen D (ed) (2008) Discourses of Cultural China in the
Globalising Age Hong Kong Hong Kong University Press
Yu Bin (ed) 1996 Dynamics and Dilemma Mainland Taiwan and Hong
Kong in a Changing World New York Nova Science Publishers
陳國明主編 2004《中華傳播理論與原則》五南圖書出版股份有限
公司
胡泳ldquo在互聯網上營造公共領域rdquo《現代傳播》2010 年第 1 期
单业才编著 2007 《企业危机管理与媒体应对》北京 清華大學出
版社
林景新著 2009《网络危机管理》廣州暨南大學出版社
劉建明 2006 《新聞發布概論》北京 清華大學出版社
張海洋 2006《中國的多元文化與中國人的認同》民族出版社
翟學偉 1994 《面子 人情 關係網》河南人民出版社
翟学伟 2011 《中国人的脸面观 形式主义的心理动因与社会表
征》 北京大学出版社
朱海松 2010 《网络的破碎化传播传播的不确定性与复杂适应
性》中国市场出版社
單波石義彬劉學 2011《新闻传播学的跨文化转向》上海交通
94
大學出版社
石国亮 2012《新媒体时代公关案例》 研究出版社
黎佩兒 2012《香港傳媒-新聞自由與政治轉變》天地圖書出版
社
The Reading List and References are indicative Relevant reading materials will
be suggested and assigned from time-to-time when they are deemed appropriate
95
Subject Code SPD4566
Subject Title Consecutive Interpreting
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Pre-requisite SPD3262 Interpreting for the Professions
Objectives
This subject is designed to consolidate the basic interpreting skills
learnt in ldquoSPD3262 Interpreting for the Professionsrdquo and further
develop studentsrsquo interpreting abilities by training them to be able to
undertake consecutive interpreting (CI) tasks on general topics in
the workplace In this subject students will learn some essential CI
skills such as active listening note-taking and oral presentation to
behave professionally in CI Practice will focus on CI tasks on
various topics between Chinese (MandarinCantonese) and English
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a master the basic skills and strategies essential to CI
b recognise the specific requirements of an interpreting task
c make adequate preparation for a CI task
d apply CI to a wide variety of situational uses
e undertake interpreting tasks in the workplace
Subject Synopsis
Indicative Syllabus
1 Basic concepts of interpretation
Functions and features of different types of interpretation
Criteria for good interpretation
Professional ethics and practice
2 Skills for CI
Note-taking skills
Improvisation skills
Public speaking skills
Sight translation skills
TeachingLearning
Methodology
Classes will be conducted in a language laboratory in an interactive
mode Speech recordings on current affairs will be used in classes as
training materials to keep students updated on latest events to
widen their vocabulary and to enrich their repertoire of expressions
In addition audio and video recordings of professional interpreters
will be shown in order to expose learners to different interpreting
styles Students will also be asked to research on interpreting
assignments that cover a variety of topics on current local and
international issues Through class discussion students are guided to
develop self-evaluation and peer-evaluation skills
96
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Class
participation and
performance
10
2 Mid-term quiz 30
3 After-class
practice 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject adopts formative assessment method Specifically
students will be assessed through a series of quizzes in the course of
learning These quizzes will be conducted at different learning
stages to assess studentsrsquo performance under pressure and to
evaluate studentsrsquo progress of learning CI from Chinese (mainly
Cantonese) to English and English to Chinese (mainly Cantonese)
will carry equal weighting in the assessment
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises outside
class 39 Hrs
Reading lecture notes and doing interpreting
assignments 39 Hrs
Total student study effort 117 Hrs
Reading List and
References
Gentile Adolfo Uldis Ozolins amp Mary Vasilakakos 1996 Liaison
Interpreting A Handbook Melbourne Melbourne University Press
Gillies Andrew 2005 Note-taking for Consecutive Interpreting A
Short Course Manchester St Jerome Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
97
Subject Code SPD4568
Subject Title Translation for Business and Commerce
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to train students in the practice of translation for
business and commerce Students will be introduced to basic concepts
and principles relating to business and commercial translation
Through a variety of hands-on tasks students will acquire and apply
specific strategies and techniques to tackle translational problems in
various types of business and commercial texts Students will also
learn to think critically about ethical issues that professional
translators face in the industry
Intended Learning
Outcomes
At the end of the course students should be able to
a Reflect critically on basic concepts and principles relating to
business and commercial translation
b Identify specific strategies and techniques in solving
translational problems in business and commercial texts
c Apply the concepts principles strategies and techniques
acquired to the translation of various types of texts in the
business and commercial domain
Subject Synopsis
Indicative
Syllabus
1 the nature and function of business and commercial translation
2 basic concepts and principles
3 translating general business documents strategies and
techniques
4 translating technical financial documents strategies and
techniques
TeachingLearning
Methodology
This subject will be conducted in a highly interactive seminar mode
Lectures will be complemented by hands-on tasks and class
discussions Assignments will be designed to help learners apply the
knowledge acquired in class to practical translation work
98
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Assignment 1 25
2 Assignment 2 25
3 Assignment 3 25
4 Assignment 4 25
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Being a skill-oriented subject assessment is based primarily on
assignments and an end-of-semester class test
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References Brett Michael (2000) How to Read Financial Pages London Random
House
Downes J amp Goodman J E (2006) Barronrsquos Dictionary of Finance
and Investment Terms 7th edition New York Barronrsquos
Downes J amp Goodman J E (2003) Barronrsquos Finance amp Investment
Handbook New York Barronrsquos
周兆祥(2004)《財經翻譯精要》香港商務印書館
李德鳳(2007)《財經金融翻譯》香港香港大學出版社
白雲開 (2001)《21世紀商用中文書信寫作手冊》香港香港城
市大學出版社
張新紅李明 (2011)《商務英語翻譯》北京高等教育出版社
99
陳仕彬 (2003) 《金融翻譯技法》香港中文大學出版社
許建忠 (2003)《工商企業翻譯實務》香港中文大學出版社
方夢之毛忠明 (2008) 《英漢mdash漢英應用翻譯綜合教程》上
海上海外語教育出版社
李長栓 (2012) 《非文學翻譯理論與實踐》北京中國對外翻譯
出版公司
王恩冕 (2005) 《如何翻譯英語報刋經濟文章》北京對外經濟
貿易大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
5
The granting of credit transfer is a matter of academic judgement In assessing the
transferability of subjects previously taken the syllabus of that subject should be
carefully scrutinised to ascertain that it is comparable to the curriculum of the
programme Other relevant information may also be required to ascertain the
academic standing of the institution offering the previous study Decision on granting
credit transfer lies with the School
For credit transfer of retaken subjects the grade attained in the last attempt should be
taken in the case of credit transfer with grade being carried over Students applying
for credit transfer for a subject taken in other institutions are required to declare that
the subject grade used for claiming credit transfer was attained in the last attempt of
the subject in their previous studies If a student fails in the last attempt of a retaken
subject no credit transfer should be granted despite the fact that the student may have
attained a pass grade for the subject in the earlier attempts
Students should not be granted credit transfer for a subject which they have attempted
and failed in their current study
The validity period of subject credits earned is 8 years starting from the year in which
the subject is completed (eg if the qualification credit was earned in 201617 the
validity period should count from 2017 for 8 years) Credits earned from previous
study should remain valid at the time when the student applies for transfer of credits
92 Exemption
Students may be granted exemption from taking certain subjects if they have
successfully completed similar subjects at a comparable level in other programmes
The credits associated with the exempted subjects will not be counted for satisfying
the credit requirements of the programme In such case students will be advised to
take other subjects to satisfy the credit requirements
10 CURRICULUM DESIGN
101 Outcome-based Curriculum
University education goes beyond merely mastering accumulation of factual
knowledge It is vital to develop studentsrsquo ability to solve problems and think
critically These focuses are translated from the initial programme objectives to the
teaching approaches and evaluation of student performance
The underpinning curriculum design principle for this programme is outcome-based
learning An outcome-based curriculum provides a rigorous and robust delineation of
the professional competence It also highlights the generic abilities that are
considered important for the graduates of this programme
Explicitly specified outcomes give a clear direction as to how teaching and assessment
6
should be planned aligned and carried out Ultimately this enhances coherence and
integration among subjects within the programme
In addition students are encouraged to take more responsibility for their own learning
in an outcome-based curriculum When learning outcomes are stated clearly students
are able to plan their own learning more effectively
102 Programme Structure
1021 The programme of study consists of at least 60 credits All students are also required to
complete a non-credit-bearing Work-Integrated Education component
(a) General University Requirements (GUR) (Minimum 9 credits)
Nature Details Credits
Language and
Communication
Requirements (LCR)
6 credits in English amp
3 credits in Chinese
(Students who have met the equivalent standard
of the undergraduate degree LCR will not be
required to take these credits Individual
students who are required to take LCR subjects
will be advised of the details before programme
commencement)
9
Cluster-Area
Requirements (CAR) One subject
with Chinese Reading amp
Writing Requirements and China Studies
Requirement embedded
One subject with English Reading amp
Writing Requirements embedded
3
3
Service-Learning (SL)
Free elective
Prior to the full implementation of SL
students may take a 3-credit free elective in
lieu of SL
3
The latest information on GUR subjects is available on the Student Portal (wwwspeed-polyueduhkmySPEED)
7
(b) Discipline Specific Requirements (DSR) (51 credits)
Indicative Area Subject Title Level
Compulsory Subjects (9 subjects 3 credits each)
Bilingual Studies SPD3261 Introduction to Bilingual Studies 3
Translation amp Interpreting
SPD3189 Translation for the Workplace 3
SPD3262 Interpreting for the Professions 3
Linguistics SPD3260 Analysis of Modern Chinese 3
SPD3270 Analysis of English 3
Bilingual Communication
SPD3263 Introduction to Bilingual Communication 3
DSLR English SPD4553 English for Chinese Cultural Themes 4
DSLR Chinese SPD4554 Chinese and Bilingual Academic Inquiry 4
Capstone SPD4557 Integrated Study (Bilingual Studies) 4
Elective Subjects^ (any 8 subjects 3 credits each at most 1 subject at Level 3)
English Language
SPD3225 Written English for Professionals 3
SPD3226 Spoken English for Professionals 3
SPD4468 Writing for Marketing and Public Relations Purposes in English
4
Linguistics
SPD4337 English and Chinese in Contrast 4
SPD4556 Languages in Contemporary Societies 4
SPD4564 Classical Chinese for Today 4
Translation amp Interpreting
SPD4346 Translation for the Media 4
SPD4558 Applied Translation Studies 4
SPD4566 Consecutive Interpreting 4
SPD4568 Translation for Business and Commerce 4
Bilingual Communication
SPD4559 Bilingual Communication Workshop 4
SPD4563 Chinese Media in the Bilingual Context 4
SPD4565 Communications in Greater China 4
Discipline-Specific Language Requirement subject
^ Offering of any elective subjects is subject to sufficient enrolment
(c) Work-Integrated Education (WIE) Requirement
WIE is a work-based learning experience which takes place in an organisational
context relevant to a studentrsquos future profession or career or the development of
generic skills that will be valuable in the studentrsquos future career development Going
beyond studying within campus it allows students to learn from the outside world yet
at the same time contribute to the industry and or community
Students of this programme are required to complete 300 hours of WIE during their
study period Relevant work experience accumulated during or after sub-degree studies
8
may be recognised for fulfilment of WIE
Students will be provided with the WIE guidelines and be advised of the procedures
for recognition of prior work experience at programme commencement
1022 Exit Award
Students who have completed the following requirements may apply to exit the
programme of study with an ordinary degree of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) GUR (minimum 9 credits)
(b) DSR
All compulsory subjects except ldquoSPD4557 Integrated Study (Bilingual
Studies)rdquo (24 credits)
Any 4 elective subjects with at least 3 subjects at Level 4 (12 credits)
(c) WIE (non-credit-bearing)
(d) Having a GPA of 20 or above
For details please refer to Section 13112
9
103 Recommended Progression Pattern
All students are required to undertake 5 subjects in each semester without intermission
in order to fulfil the study requirements within the 2-year normal duration of study
They are also required to complete 300 hours of Work-Integrated Education within their
study period
Year amp
Semester
Subject Code and Title Subject
Nature
Year 1
Sem 1
SPD3189 Translation for the Workplace C
SPD3261 Introduction to Bilingual Studies C
SPD3263 Introduction to Bilingual Communication C
SPD4554 Chinese and Bilingual Academic Inquiry C
GUR Subject GUR
Year 1
Sem 2
SPD3260 Analysis of Modern Chinese C
SPD3262 Interpreting for the Professions C
SPD3270 Analysis of English C
SPD4553 English for Chinese Cultural Themes C
GUR Subject GUR
Year 2
Sem 1
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
GUR Subject GUR
Year 2
Sem 2
SPD4557 Integrated Study (Bilingual Studies) C
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
C = Compulsory E = Elective GUR = General University Requirements
Remarks
1) The subject offering schedule is subject to change at the discretion of the School
2) For elective subjects priority in enrolment will be granted to students in that particular year of study
3) Offering of any elective subjects is subject to sufficient enrolment
4) Students who are required to take LCR subject(s) will be informed of the study schedule separately
These students are advised to consult the Programme Leader on their progression patterns should
they have any concerns on their study load taking into consideration the LCR subject(s) they are
required to take
10
104 Curriculum Mapping
Below is a mapping of subjects of the Bachelor of Arts (Honours) in Bilingual Studies
with reference to the programme intended learning outcomes The mapping focuses
on how each of the programme outcomes is introduced reinforced and assessed
Subject Code Subject Title Programme Intended Learning Outcomes
(a) (b) (c) (d) (e) (f) (g)
Co
mp
uls
ory
Su
bje
cts
SPD3189 Translation for the Workplace I A R A I A
SPD3260 Analysis of Modern Chinese I A R A I A
SPD3261 Introduction to Bilingual Studies I A I A I A
SPD3262 Interpreting for the Professions I A R A I A
SPD3263 Introduction to Bilingual
Communication I A I A
SPD3270 Analysis of English R A R A
SPD4553 English for Chinese Cultural
Themes R A R A
SPD4554 Chinese and Bilingual Academic
Inquiry I A R A R A I A
SPD4557 Integrated Study (Bilingual
Studies) R A R A R A R A R A R A R A
Ele
ctiv
e S
ub
ject
s
SPD3225 Written English for Professionals R A R A
SPD3226 Spoken English for Professionals R A R A
SPD4337 English and Chinese in Contrast R A R A R A
SPD4346 Translation for the Media R A R A R A
SPD4468
Writing for Marketing and
Public Relations Purposes in
English
R A R A R A
SPD4556 Languages in Contemporary
Societies R A R A I A R A
SPD4558 Applied Translation Studies R A R A R A R A
SPD4559 Bilingual Communication
Workshop R A R A
SPD4563 Chinese Media in the Bilingual
Context R A R A R A
SPD4564 Classical Chinese for Today R A R A R A
SPD4565 Communications in Greater
China R A R A
SPD4566 Consecutive Interpreting R A R A R A
SPD4568 Translation for Business and
Commerce RA R A R A
Introduced (I) That the learning leading to the particular intended outcome is introduced in that subject Reinforced (R) That the learning leading to the particular intended outcome is reinforced in that subject Assessed (A) That the learning leading to the particular intended outcome is assessed in that subject
11
11 MEDIUM OF INSTRUCTION
The medium of instruction is English and Chinese (Cantonese and Putonghua when
spoken)
12 TEACHING AND LEARNING METHODS
The teaching learning philosophy underlying this programme is based on a holistic
diversified and flexible approach teaching students how to learn instead of what to
memorise and equipping them with the requisite skills required of a ldquolifelongrdquo learner
On the whole various teaching and learning strategies are adopted which are geared
to the needs and characteristics of the students
The teaching and learning activities are organised coherently according to the
programme learning outcomes subject nature the particular subject topics level of
difficulty and the integration among other components and subjects of the programme
A variety of teaching and learning methods will be used
The main form of teaching is through the use of interactive lectures supplemented
with tutorial exercises (such as case studies projects and presentations) and various
kinds of audio-visual aids Students also have the chance to gain exposure to
experiential learning self-directed learning case-based learning and problem-based
learning
Web-based teaching is another characteristic of the subjects of this programme It is
used to complement face-to-face teaching not only for encouraging studentsrsquo active
participation but also to encourage them to make use of websites for information
collection
To facilitate learning the subject lecturers not only play the role of introducing new
concepts imparting knowledge but also act as facilitators to encourage students to
share their ideas and experience through class discussion case study oral presentation
and group activities
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment
Assessment of learning and assessment for learning are both important for assuring the
quality of student learning Assessment of learning is to evaluate whether students have
achieved the intended learning outcomes of the subjects that they have taken and have
attained the overall learning outcomes of the programme at the end of their study at a
standard appropriate to the award Appropriate methods of assessment that align with
the intended learning outcomes are designed for this purpose The assessment methods
will also enable the teacher to differentiate studentsrsquo different levels of performance
within the subject Assessment for learning is to engage students in productive learning
activities through purposefully designed assessment tasks
12
Assessment will also serve as feedback to students The assessment criteria and
standards should be made explicit to students before the start of the assessment to
facilitate student learning and feedback provided should link to the criteria and
standards Timely feedback will be provided to students so that they are aware of their
progress and attainment for the purpose of improvement
132 Assessment Methods
Studentsrsquo performance in a subject is assessed by continuous assessment and or
examinations as deemed appropriate Where both methods are used the weighting of
each in the overall subject grade has been clearly stated in Section Two of this
document
To pass a subject a student must obtain a pass grade in both continuous assessment
AND examination if any Continuous assessment may include tests assignments
projects presentations and other forms of classroom participation depending on the
subject area Assignments which involve group work will nevertheless include some
individual components therein The contribution made by each student in continuous
assessment involving group effort shall be determined and assessed separately and
this can result in different grades being awarded to students in the same group
At the beginning of each semester the subject lecturer will inform students of the
details of the methods of assessments to be used within the assessment framework as
specified in this document
13
133 Grading
Assessment grades shall be awarded on a criterion-referenced basis A studentrsquos
overall performance in a subject shall be graded as follows
Subject
Grade
Grade
Point
Short
Description
Elaboration on subject grading description
A+ 45 Exceptionally
Outstanding
The studentrsquos work is exceptionally
outstanding It exceeds the intended subject
learning outcomes in all regards A 4 Outstanding The studentrsquos work is outstanding It exceeds
the intended subject learning outcomes in
nearly all regards
B+ 35 Very Good The studentrsquos work is very good It exceeds
the intended subject learning outcomes in most
regards B 3 Good The studentrsquos work is good It exceeds the
intended subject learning outcomes in some
regards
C+ 25 Wholly
Satisfactory
The studentrsquos work is wholly satisfactory It
fully meets the intended subject learning
outcomes C 2 Satisfactory The studentrsquos work is satisfactory It largely
meets the intended subject learning outcomes
D+ 15 Barely
Satisfactory
The studentrsquos work is barely satisfactory It
marginally meets the intended subject learning
outcomes D 1 Barely
Adequate
The studentrsquos work is barely adequate It
meets the intended subject learning outcomes
only in some regards
F 0 Inadequate The studentrsquos work is inadequate It fails to
meet many of the intended subject learning
outcomes
lsquoFrsquo is a subject failure grade whilst all others (lsquoDrsquo to lsquoA+rsquo) are subject pass grades
No credit will be earned if a subject is failed
14
134 Grade Point Average
There are different types of Grade Point Average (GPA) as described below All of
them are capped at 40
1341 GPA (cumulative GPA)
Cumulative GPA is computed as follows
GPA =
n
n
ValueCredit Subject
ValueCredit Subject Point x GradeSubject
Where n = Number of all subjects (inclusive of failed subjects) taken by the student up to
and including the latest semester term For subjects which have been retaken
only the grade point obtained in the final attempt will be included in the GPA
calculation
In addition the following subjects will be excluded from the GPA calculation
(i) Exempted subjects
(ii) Ungraded subjects
(iii) Incomplete subjects
(iv) Subjects for which credit transfer has been approved but without any grade
assigned3
(v) Subjects from which a student has been allowed to withdraw (ie those with the
code lsquoWrsquo)
A student who is absent from an examination will be given a fail grade the respective
subject will be included in the GPA calculation and will be counted as ldquozerordquo grade
point GPA is thus the unweighted cumulative average calculated for a student for all
relevant subjects taken from the start of the programme to a particular point of time
GPA is an indicator of overall performance
1342 Semester GPA
Calculation of Semester GPA is similar to the rules for GPA as described above
except that only subjects taken in that semester including retaken subjects will be
included This Semester GPA will be used to determine studentsrsquo eligibility to
progress to the next semester alongside with the cumulative GPA However the
Semester GPA calculated for the Summer Term will not be used for this purpose
unless the Summer Term study is mandatory for all students of the programme
concerned and constitutes part of the graduation requirements
3 Subjects taken in PolyU or elsewhere and with grades assigned and for which credit transfer has
been approved will be included in the GPA calculation
15
1343 Weighted GPA
Along with the cumulative GPA a Weighted GPA will also be calculated to give an
indication to the Board of Examiners on the award classification which a student will
likely get if he she makes steady progress on his her academic studies
Weighted GPA will be computed as follows
n
n
i
i
W ValueCredit Subject
W ValueCredit Subject Point GradeSubject
GPA Weighted
where Wi = Weighting to be assigned according to the level of the subject
n = Number of all subjects counted in GPA calculation as set out in 1341
above except those subjects outside the programme curriculum GUR
subjects will be included
For calculating the Weighted GPA (and Award GPA) to determine the award
classification of students who satisfy the graduation requirements a standard
weighting will be applied to all subjects of the same level with a weighting of 2 for
Level 1 and 2 subjects and a weighting of 3 for Level 3 and 4 subjects This is also
applicable to the classification of ordinary degree exit award
1344 Award GPA
When a student has satisfied the requirements for award an Award GPA will be
calculated to determine his her award classification
If the student has not taken more subjects than required the Award GPA will be the
same as the Weighted GPA
Any subjects passed after the graduation requirement has been met or subjects taken
on top of the prescribed credit requirements for award shall not be taken into account
in the Award GPA However if a student attempts more elective subjects (or optional
subjects) than those required for graduation in or before the semester in which he she
becomes eligible for award the elective subjects (or optional subjects) with a higher
grade contribution shall be included in the Award GPA (ie the excessive subjects
attempted with a lower grade contribution including failed subjects will be
excluded)
135 Role of Subject Assessment Review Panel
Subject Assessment Review Panel (SARP) is responsible for monitoring the academic
standard and quality of subjects and ratifying subject results SARP will review the
distribution of grades within a subject and finalise the grades at the end of each
semester before submission to the Board of Examiners (BoE) The BoE will not
attempt to change the grades SARP is also responsible for deciding the granting of
late assessment to students and the form of late assessment
16
SARP shall include the Director of SPEED or his her delegate the relevant subject
examiners and where appropriate the Programme Leader
136 Role of Board of Examiners
The Board of Examiners (BoE) shall meet at the end of each semester to review
studentsrsquo progress and is responsible to the College Board of the College of
Professional and Continuing Education (CPCE) for making decision on
(a) the classification of awards to be granted to each student on completion of the
programme
(b) de-registration cases and
(c) cases with extenuating circumstances
The BoErsquos membership should be composed of staff members associated with the
programme and some senior members The Chairman will normally be the Director of
SPEED
137 Academic Probation
If the cumulative GPA of a student is below 20 he she will be put on academic
probation in the following semester Once a student is able to pull his her cumulative
GPA up to 20 or above at the end of the semester the status of ldquoacademic probationrdquo
will be lifted The status of ldquoacademic probationrdquo will be reflected in the assessment
result notification but not in the transcript of studies
A student on academic probation will be required to take a reduced study load To
help improve the academic performance of the student the School will decide the
maximum number of credits to be taken by him her in the probation semester
138 Progression and De-registration
A student will have ldquoprogressingrdquo status unless he she falls within the following
categories any one of which shall be regarded as grounds for de-registration from the
programme
(a) the student has exceeded the maximum period of registration for the programme
as specified in this document or
(b) the studentrsquos cumulative GPA is lower than 20 for two consecutive semesters
and his her semester GPA in the second semester is also lower than 20 or
(c) the studentrsquos cumulative GPA is lower than 20 for three consecutive semesters
When a student falls within the categories as stipulated above the BoE shall de-
register the student from the programme without exception
Notwithstanding the above the BoE has the discretion to de-register a student with
extremely poor academic performance before the time frame specified in categories (b)
17
and (c) above if it is deemed that there is not much of a chance for the student to
attain a GPA of 20 at the end of the programme
139 Late Assessment
A student who has been absent from an examination or other assessment because of
illness injury or other unforeseeable reasons may apply to sit a late assessment
Permission is subject to the approval of SARP as late assessment is not an automatic
entitlement Should a late assessment be granted the actual grade attained will be
awarded
Late assessment for subjects normally shall take place before the commencement of
the following academic year (except for Summer Term which may take place within
3 weeks after the finalisation of Summer Term results) Depending on the decision of
SARP late assessment may be arranged during the examination period of the
following semester term
Except with special approval students who have not yet completed the late
assessment for a subject which is the pre-requisite of another subject will not be
allowed to take the follow-on subject
1310 Retaking of Subjects
No re-assessment will be granted for students in all circumstances Students who
have failed a subject are required to retake the subject if it is compulsory for the
programme If the failed subject is an elective students may choose to retake the
subject or take another elective within the programme as replacement Retaking of
failed subjects or taking replacement subjects should be completed within the
maximum period of registration
Students may retake any subject (except GUR subjects which have been passed) for
the purpose of improving their grade without having to seek approval but they must
retake a compulsory subject which they have failed ie obtained an F grade Retaking
of subjects is with the condition that the maximum study load of 21 credits per
semester is not exceeded Students wishing to retake passed subjects will be accorded
a lower priority than those who are required to retake (due to failure in a compulsory
subject) and can only do so if places are available
The number of retakes of a subject is not restricted Only the grade obtained in the
final attempt of retaking (even if the retake grade is lower than the original grade for
originally passed subject) will be included in the calculation of the GPA Weighted
GPA and Award GPA If students have passed a subject but failed after retake credits
accumulated for passing the subject in a previous attempt will remain valid for
satisfying the credit requirement for award (The grades obtained in previous attempts
will only be reflected in the transcript of studies)
In cases where a student takes another subject to replace a failed elective subject the
fail grade will be taken into account in the calculation of the GPA despite the passing
of the replacement subject
18
1311 Eligibility for Award
13111 Honours Degree Award
Students will be eligible for the PolyU-SPEED award of ldquoBachelor of Arts (Honours)
in Bilingual Studiesrdquo if they satisfy the conditions listed below
(a) Successful completion of at least 60 credits including GUR and DSR as
specified under Section 1021 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1021 (c) and
(c) Having a GPA of 20 or above
Students are required to graduate as soon as they satisfy the respective conditions for
the award
13112 Ordinary Degree Award
Students who have fulfilled the following requirements may apply to exit the
programme with an ordinary degree award of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) Successful completion of at least 45 credits including GUR and DSR as
specified under Section 1022 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1022 (c) and
(c) Having a GPA of 20 or above
Applications for exit award should be submitted in writing to the School before the
start of the examination period of the semester concerned The School reserves the
right not to consider late application in the respective semester
To be eligible for the granting of the exit award students will be required to quit the
honours degree programme of study Re-admission of students who have obtained the
exit award to the same programme of study is not automatic and will be considered
only under exceptional circumstances
1312 Guidelines for Award Classification
13121 Honours Degree Award Classification
This section is applicable to students who have fulfilled the requirements for
Honours Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
19
Classification Guidelines
1st Class
Honours
The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered by
the programme
2nd Class
Honours
(Division 1)
The student has reached a standard of performance attainment
which is more than satisfactory but less than outstanding
2nd Class
Honours
(Division 2)
The student has reached a standard of performance attainment
judged to be satisfactory and clearly higher than the ldquoessential
minimumrdquo required for graduation
3rd Class
Honours
The student has attained the ldquoessential minimumrdquo required for
graduation at a standard ranging from just adequate to just
satisfactory
Under exceptional circumstances a student who has completed an Honours degree
programme but has not attained Honours standard may be awarded a Pass-without-
Honours degree A Pass-without-Honours degree award will be recommended
when the student has demonstrated a level of final attainment which is below the
ldquoessential minimumrdquo required for graduation with Honours from the programme in
question but when he she has nonetheless covered the prescribed work of the
programme in an adequate fashion while failing to show sufficient evidence of the
intellectual calibre expected of Honours Degree graduates A Pass-without-Honours
is an unclassified award but the award parchment will not include this specification
13122 Ordinary Degree Award Classification
This section is applicable to students who have fulfilled the exit award requirements
and are allowed to exit the programme of study for Ordinary Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
Classification Guidelines
Distinction The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered
by the programme
Credit The student has reached a standard of performance
attainment which is more than satisfactory but less than
outstanding
Pass The student has reached a standard of performance
attainment ranging from just adequate to satisfactory
20
1313 Appeals against Assessment Results
A student may appeal against the assessment results within 7 working days upon the
announcement of the results Any appeal should be directed to the Director of
SPEED in writing
Appeal against subject results may lead to a change in the subject grade which may
go upward or downward
1314 Academic Dishonesty and Disciplinary Actions
13141 For students who have been awarded a failure grade as a result of disciplinary action
a remark lsquorsquo will be recorded against the concerned subject failure grade denoting
ldquoDisqualification of result due to academic dishonestyrdquo The remark will appear on
the assessment result notification and transcript of studies until the students leave
the School
The remark will normally cover the following misconduct cases
cheating in assessment work tests or examinations
aiding academic dishonesty
plagiarism
violating rules governing the conduct of examinations that are related to possible
cheating
Students who have been recorded with the remark will also be subject to the penalty
of the lowering of award classification by one level upon graduation The minimum
of downgraded overall result will be kept at a pass
13142 Students who have committed disciplinary offences (covering both academic and
non-academic related matters) will be put on ldquodisciplinary probationrdquo normally for
one year and this will be shown on assessment result notification transcript of
studies and testimonial during the probation period until their leaving the School
For special cases which warrant heavier penalty the CPCE Student Discipline
Committee may specify a longer probation period
Students who have been put on disciplinary probation will be deprived of certain
privileges
13143 Other penalties may also be imposed on students who have committed academic
dishonesty and or disciplinary offences Details are specified on the SPEED
Student Handbook
1315 Exceptional Circumstances
Absence from an assessment component
If a student is unable to complete all the assessment components of a subject due to
illness or other circumstances beyond his her control and considered by the SARP
as legitimate the SARP will determine whether the student will have to complete
21
the assessment and if so by what means
Aegrotat award
If a student is unable to complete the requirements of the programme in question for
the award due to very serious illness or other very special circumstances which are
beyond his her control and considered by the BoE as legitimate CPCE will
determine whether the student will be granted an aegrotat award Aegrotat award
will be granted under very exceptional circumstances
A student who has been offered an aegrotat award shall have the right to opt either
to accept such an award or request to be assessed on another occasion to be
stipulated by the BoE the studentrsquos exercise of this option shall be irrevocable
The acceptance of an aegrotat award by a student shall disqualify him her from any
subsequent assessment for the same award
An aegrotat award shall normally not be classified and the award parchment shall
not state that it is an aegrotat award However the BoE may determine whether the
award should be classified provided that they have adequate information on other
studentsrsquo academic performance
Other particular circumstances
A studentrsquos particular circumstances may influence the procedures for assessment
but not the standard of performance expected in assessment
1316 Other Regulations
Students of the Bachelor of Arts (Honours) in Bilingual Studies are bound by all
other regulations of PolyU PolyU SPEED
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION
Students will be allowed to take additional subjects for broadening purpose in the
semester after they fulfil the graduation requirements However students will still
be subject to the maximum study load of 21 credits per semester and the availability
of places in the subjects concerned and their enrolment will be as subject-based
students only
After a student fulfils the graduation requirements in a semester he she may
continue to enrol as a subject-based student in the following semester only In the
case when the Summer Term is mandatory for all students of a programme students
who have fulfilled the graduation requirements in Semester 2 will be allowed to take
additional subjects in Semester 1 of the following academic year and not necessarily
during the Summer Term These students will be subject-based students only and
cannot use the results of the additional subjects to improve their GPA or Award GPA
Section Two
Subject Description Forms of
Discipline Specific Requirements
Subjects
Information on GUR subjects is available on the Student Portal (wwwspeed-
polyueduhkmySPEED)
22
Subject Code
SPD3189
Subject Title
Translation for the Workplace
Credit Value
3
Level
3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This course aims to equip students with skills in translating different
documents in the workplace from English to Chinese and vice versa
The main purposes are to enable students to understand the
translation theories and skills and be able to apply them in the
translation of workplace texts
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the general translation theories
b identify the formats of different workplace texts and
c apply the translation theories and skills in rendering different
workplace texts
Subject Synopsis
Indicative Syllabus
Translation theories strategies and skills
Translation process Peter Newmarkrsquos Semantic Translation and
Communicative Translation Yan Fursquos translation theories Xin Da
and Ya Formal Equivalence and Functional Equivalence
transliteration literal translation liberal translation addition
omission repetition rearrangement of words and expressions the
importance of context collocation and connotation and translation
of idioms and numbers
Formats of different workplace texts
Formats of different workplace texts such as notices official letters
memos promotional materials and minutes
Application of theories in translating different workplace texts
Translation of the different workplace texts mentioned above and
discussion of good and bad examples
TeachingLearning
Methodology
Lectures should focus on translation theories and skills formats of
workplace texts and application of theories with in-class discussion
and practice
Tutorials are used to discuss studentsrsquo performance in assignments
and group presentations Good and bad examples are shown to
facilitate studentsrsquo understanding of how a document should be
translated
23
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments 20
3 Group assignments 10
4 Class participation 10
Examination 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
吳尚智 顏婉雲 amp 江偉萍 (2005) 中英實務寫作與翻譯手冊 香
港香港城市大學
許建平 (2008) 研究生英語實用翻譯教程 北京 中國人民大學
出版社
References
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版社
李明 張新紅 amp 李克興編 (2003) 商務英語翻譯 英譯漢 北京
高等教育出版社
24
許建忠 (2002) 工商企業翻譯實務 北京 中國對外翻譯出版公
司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
周兆祥 amp 範志偉 (2004) 財經翻譯精要 香港 商務印書館
陸國強 (2013) 漢譯英常用表達式經典慣例 上海 上海外語教
育出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
25
Subject Code
SPD3260
Subject Title Analysis of Modern Chinese
Credit Value 3
Level 3
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help students to synthesise the concepts and
methodology they have accumulated in all the subjects in the
language and communication block in order to describe lexical
items phrases and sentence types of Modern Chinese systematically
Another purpose is to provide students with the necessary analytical
skills to recognise and compare regional varieties of Modern
Chinese especially in written genres Lastly this subject seeks to
enable students to apply the subject knowledge and generic skills
learned in this subject to other subjects on the programme and more
importantly in their future career in terms of both justifying their
understanding and to defend their interpretation of Chinese
sentences
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a apply the concepts of linguistics theories to describing and
analysing the structure meaning and actual usage of Modern
Chinese
b critically identify and evaluate variations in written Chinese
c develop critical and logical thinking through the application of
grammatical analysis of Modern Chinese and
d tackle intellectual problems from multiple perspectives
Subject Synopsis
Indicative Syllabus
1 Overview the formation of Modern Chinese
2 The sound system
3 The writing system(s)
4 Phrases and sentences
5 Words and word classes
6 Nominal structure
7 Subject-predicate structure
8 Verb-object and verb-complement structures
9 Serial verb construction
10 Passive and disposal constructions
11 Subordinative and coordinative structures
12 Regional varieties of Modern Chinese
26
TeachingLearning
Methodology
Lectures are conducted interactively and hands-on exercises are
provided for the students to apply their analytical skills to solving
problems in Chinese grammar All assignments are designed to
provide students with tasks that require the evaluation synthesis and
application of syntactical and morphological concepts and
approaches to the critical analysis and discussion of Chinese
language
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Assignment 30
2 Presentation 10
3 Written report 20
4 Take-home test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed by an assignment a presentation a written
report and a final test The assignment is designed to test the
studentsrsquo ability to apply grammatical concepts to describe evaluate
and analyse Chinese forms and patterns The presentation and the
written report are for students to evaluate the literature critically and
to systematically analyse an issue in Standard Chinese The take-
home test is a summative assessment on important contents of the
subject
Student Study
Effort Expected
Class contact
Lectures 39 Hrs
Other student study effort
Library search 39 Hrs
Reading lecture notes and reference 39 Hrs
Total student study effort 117 Hrs
27
Reading List and
References Recommended Books References
曹煒 2004《現代漢語詞匯研究》北京北京大學出版社
鄧思穎 2010《形式漢語句法學》上海上海教育出版社
符淮青 2011《現代漢語詞彙》香港 商務印書館(香港)有
限公司
葛本儀 2001《現代漢語詞彙學》濟南山東人民出版社
郭銳2002《現代漢語詞類研究》北京商務印書館
胡明揚 1996《詞類問題考察》北京北京語言學院出版社
李家樹陳遠止謝耀基 1999《漢語綜述》香港香港大學
出版社
劉叔新 2005 《漢語描寫詞匯學》(重排本)北京商務印書
館
陸儉明沈陽 2004《漢語和漢語研究十五講》(第二版)北
京北京大學出版社
呂叔湘等著 2010《語法研究入門》(第五版)北京商務印
書館
馬真 1997《簡明實用漢語語法教程》北京北京大學出版
社
人民教育出版社中學語文室 1984《中學教學語法系統提要》
(試用)
邵敬敏主編 2007《現代漢語通論》(第二版)上海上海教
育出版社
邢福義 1998《漢語語法學》長春東北師範大學出版社
邢福義 2001《漢語複句研究》北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
28
Subject
Code
SPD3261
Subject
Title
Introduction to Bilingual Studies
Credit
Value
3
Level 3
Medium of
Instruction
English and Chinese
Pre-
requisite
Co-
requisite
Exclusion
Nil
Objectives
This subject provides an introduction to bilingual studies covering the three
major sub-areas of the programme namely linguistics translation amp
interpreting and bilingual communication It also provides a schema as to
how these three sub-areas work together under the overarching area of
bilingual studies Lastly it puts bilingual studies in the language context of
Chinese and English and the community context of Hong Kong
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a have a general grasp of bilingual studies
b have an understanding of the three sub-areas of bilingual studies
namely linguistics translation amp interpreting and bilingual
communication
c embark on deeper and more concrete studies in the 3 sub-areas
d apply the general principles of bilingual studies to the Chinese-English
context
e apply Chinese-English bilingual studies to Hong Kong and
linguistically similar communities
Subject
Synopsis
Indicative
Syllabus
1 Language
a What is language
b Analysing Language
c Language in Society
d Languages in the World
2 Bilingualism in linguistics and beyond
a Bilinguality
b Societal bilingualism
c Bilingualism and biculturalism
3 Translation and interpreting
a Bridging two worlds
b Translation
c Interpreting
4 Bilingual communication
a Language switch by a bilingual
29
b Language choice in a bilingual community
c Relation between two language varieties
5 Chinese-English bilingual studies
a English as a world language
b Varieties of Chinese
c Hong Kong as an arena
Teaching
Learning
Methodolo
gy
In addition to face-to-face lectures and small group tutorials online
discussions (via Moodle E-learning System) and other computer-assisted
teaching methods will also be used with the help of multimedia (audio and
video) teaching materials Assignments closely related to the real-life use of
language will be given to help student solve language problems
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Take-home
exercises 5
2 Test 1 40
3 Test 2 40
4 Group
project 15
Total 100
Continuous assessment items andor weighting may be adjusted by the subject lecturer
subject to the approval of the School Programme Committee
Two tests will be administered during the semester which will aim to test
the studentsrsquo mastery of basic linguistic knowledge and problem solving
skills In addition students will also be required to conduct research in
groups on a certain linguistic topic in order to further their understanding of
the subject knowledge
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Reading and on-line study 58 Hrs
Preparing for tests 20 Hrs
Group project 10 Hrs
Total student study effort 127 Hrs
30
Reading
List and
References
Recommended Book Reference
For part (a)
Fromkin V Rodman R and Hyams N (2013) An Introduction to
Language (10th ed) Boston WadsworthCengage Learning
For other parts
Relevant reading materials will be suggested and assigned from time-to-time
when they are deemed appropriate
31
Subject Code SPD3262
Subject Title Interpreting for the Professions
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to train students to undertake simple
interpreting tasks This subject aims to help students build a
foundation for the development of essential skills in interpreting
between English and Chinese and vice versa It also uses ample
examples to familiarise students with the principles recurrent issues
and difficulties in interpreting guiding them along from an
introduction to fundamental communication issues in interpreting
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a distinguish the differences between translation and interpreting
b analyse and paraphrase the meaning in the source language
c acquire the skills of active listening and concentration
d acquire fundamental techniques and strategies essential to
interpreting and
e be able to perform interpreting tasks on topics from general areas
Subject Synopsis
Indicative
Syllabus
1 Orientation
- interpreting vs translation
- development of interpreting
- functions and features of different forms of interpreting
- quality assessment of interpreting
2 Codes of ethics
- fidelity
- confidentiality
- impartiality
3 Fundamental skills for interpreting
- active listening
- memory retention
- comprehension
- paraphrasing
- delivery
4 Drills of interpreting
- sight translation
- liaison interpreting
- short consecutive interpreting
32
TeachingLearning
Methodology
The subject will be delivered on a step-by-step basis Trainings on
fundamental skills of interpreting such as listening memorising
paraphrasing and delivering will be given to students at different
learning stages depending on the progress of students Given the
skill-based nature of the subject students will undertake in classes a
number of exercises that are designed to train specific interpreting
skills usually after teacherrsquos demonstration Peer evaluation and self
critiques will be used in order to take learners further into the
concepts skills and techniques
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Quiz-1 10
2 Mid-term quiz 30
3 Quiz-2 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Assessments are conducted regularly on a progressive manner
Assessment criteria include accuracy of delivery cohesion of
delivery intelligibility of delivery clarity of delivery and class
participation
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises
outside class 39 Hrs
Reading lecture notes and doing
interpreting assignments 39 Hrs
Total student study effort 117 Hrs
33
Reading List and
References Recommended Books References
Gile Daniel (2009) Basic Concepts and Models for Interpreter and
Translator Training John Benjamins Publishing Company
Jones Roderick (1998) Conference Interpreting Explained
Manchester St Jerome Publishing
Mason Ian (1999) Dialogue Interpreting Ian Mason St Jerome
Publishing
周兆祥 (1999)《口譯的理論與實踐》商務印書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
34
Subject Code SPD3263
Subject Title Introduction to Bilingual Communication
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
In Hong Kong it is a common practice especially in the corporate world
that the same message has to be presented in the appropriate language to
readers andor audiences who are either Chinese monoglots or English
monoglots or Chinese-English bilinguals This mode of communication
is not a form of translation and interpretation because it does not involve
a source message Besides communicative norms vary across languages
and between monolingual and multilingual contexts In this age of
globalisation where corporate functions are often done in more than one
language and involve personnel from more than one culture bilingual
communication could be a key to success in the corporate world This
subject together with SPD4559 attempt to prepare students for this
mode of communication in the workplace Specifically the focus of this
subject is to develop in students a grip on the conceptual resources
related to bilingual communicative norms and the conduct and content of
bilingual communication especially its integrated form
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a come to grips with the norms and principles of conducting
language-mediated communication in an age of globalisation
multilingualism and multiculturalism
b develop a communicative sense concerning when and where
monolingual norms or bilingual norms be used
c have a general idea about linguistic varieties and how this concept
relates to bilingual communication in corporate contexts
d the impact of the global spread of bilingualism and globalisation on
corporate communication
e how the emergence of bilingual varieties of communication relate to
the aforementioned developments
35
Subject
Synopsis
Indicative
Syllabus
1 conceptual resources underpinning an understanding of bilingual amp
cross-cultural communication
2 conduct amp content of bilingual communication
3 code choice in corporate communication in multilingual
metropolises
4 cross-lingual variation in communicative norms
5 bilingual mode of oral amp written communications in the private
sector
Teaching
Learning
Methodology
Matter that provides a conceptual grounding for the subject will be
delivered in a number of lectures Attempts to develop studentsrsquo grip of
these concepts will be made via in-class exercises
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks~
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 In-class written
exercises 25
2 In-class oral
exercises 25
3 Quiz 20
4 Subject report 20
5 Attendance amp
participation 10 NA
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Practices and Exercises 35 Hrs
Reading and Writing 35 Hrs
36
Total student study effort 109 Hrs
37
Reading List
and References Recommended (Introductory)
Bilbow G T (1996) Business speaking for Hong Kong Hong Kong
Longman Asia Ltd
Coastal Training Technologies Corporation (2002) Communications
intelligence Business etiquette Carlsbad CA CRM Learning
Luke K K amp Theodossia-Soula P (Eds) (2002) Eds Telephone
calls Unity and diversity in conversational structure across languages
and cultures Amsterdam J Benjamins
Marconi J (2004) Public relations The complete guide Singapore
Thomson
Schultz M Hatch M J amp Larsen M H (Eds) (2000) The
expressive organisation Linking identity reputation amp the corporate
brand Oxford Oxford University Press
Scholte J A (2000) Globalisation A critical introduction
Basingstoke Macmillan
Recommended (Advanced)
Gudykunst W B (2004) Bridging differences Effective intergroup
communication (4th
ed) Thousand Oaks California Sage Publications
Hofstede G (2001) Cultures consequences Comparing values
behaviors institutions and organisations across nations (2nd
ed)
Thousand Oaks California Sage Publications
Hofstede G Hofstede G J amp Minkov M (2010) Cultures and
organisations Software of the mind (3rd
ed) New York McGraw-Hill
References
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
中文資料
中國社科院語言研究所詞典編輯室 (2012) 現代漢語詞典 香港商
務印書館(香港)有限公司
中國社會科學院語言研究所 (2011) 新華字典 北京 商務印書館
吳光華主編 (2003) 新漢英辭典 上海 上海交通大学出版社
徐斌主編 (2003) 現代應用文寫作全書 西安 三秦出版社
張立民等編 (1994) 英漢對照應用文大全 南京 江蘇科學技術出版
社
楊正寬 (2002) 應用文 臺北 楊智文化事業股份有限公司
38
劉俊平 (2014) 應用文實戰手冊 先修班 臺北 三民書局股份有限
公司
蔣磊 (2000) 英汉習語的文化觀照与對比 荊州 武汉大学出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
39
Subject Code SPD3270
Subject Title Analysis of English
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject has the aim of acquainting the students with the structural
properties of the English language in a systematic way Context-related
properties will also be discussed so as to enable students to understand
the internal structures of the language through its use in real life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a demonstrate understanding of the basic structures of English and
their formation processes
b demonstrate that they grasp the basic techniques in segmenting and
representing the major structural patterns in English
c generalise and apply such knowledge and skills to the analysis of
newly-encountered English data
d develop critical and logical thinking
Subject
Synopsis
Indicative
Syllabus
1 Lexical Aspects
- Words and lexemes word categories
- Analysing English words base stem root affix morpheme and
its realisations inflection and derivation
- Word formation processes in English
2 Sentential Aspects
- Categories and structures of sentences clauses and phrases
- Phrases and their main characteristics head and dependents NP
DP AdjP AdvP PP VP
- Inflectional forms of verbs tense aspect mood
- Canonical and non-canonical clauses subject predicate
predicator object complement adjunct
- Sentence patterns and their graphic representations
Teaching
Learning
Methodology
This subject diverges from traditional approaches because it adopts a
data-driven context-oriented perspective in analysing the structural
properties of English
40
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Test-1 20
2 Test-2 20
3 Test-3 20
4 Final test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed through four tests which will assess the studentsrsquo
understanding of the grammatical theories taught and their ability to
apply such knowledge to the analysis of authentic English data
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 80 Hrs
Total student study effort 119 Hrs
Reading List
and References
Main Textbook
Huddleston Rodney and Geoffrey K Pullum (2005) A Students
Introduction to English Grammar Cambridge University Press
References for Further Study
Burridge Kate and Jean Mulder (1998) English in Australia and New
Zealand Oxford University Press
Carter Ronald Rebecca Hughes and Michael McCarthy (2000)
Exploring Grammar in Context Cambridge University Press
Coates Richard (1999) Word Structure Routledge
Gelderen Elly van (2010) An introduction to the grammar of English
41
John Benjamins Publishing Company
Leech Geoffrey and Jan Svartvik (2002) A Communicative Grammar of
English [The Third Edition] Longman
McCrum Robert William Cran and Robert MacNeil (2003) The Story
of English [The Third Edition] Penguin Books
Tallerman Maggie (2015) Understanding Syntax [The Fourth Edition]
New York RoutledgeTaylor amp Francis Group
Yule George (1998) Explaining English Grammar Oxford University
Press
陸國強 (1999)《現代英語詞彙學 ( 新版 )》 [Modern English
Lexicology the Revised Edition]上海外語教育出版社
章振邦 (1997) 《新編英語語法》(A New English Grammar) 上海外
語教育出版社第三版
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
42
Subject Code SPD4553
Subject Title English for Chinese Cultural Themes
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives To fulfil the English part of the Discipline-Specific Language
Requirement (DSLR) of the University by brushing up the use of
English for Chinese cultural themes
Intended Learning
Outcomes
Students are expected to be able to
a explain key features of Chinese culture in English
b use English as an effective tool for communication on various
Chinese cultural themes (eg traditional Chinese art literature
and philosophy)
c have an informed understanding of such communication
Subject Synopsis
Indicative
Syllabus
1 Principles for expressing in English Chinese culture loaded ideas
11 Fidelity vs recipient-friendliness
12 Means of re-presentation
121 Paraphrase
122 Annotation
123 Interpretation
124 Translation
125 Other means
2 Romanisation for Chinese and its pronunciation in English
21 Wade-Giles transliteration system
22 Mandarin Romanisation
23 Cantonese Romanisation
24 Pronunciation in English
3 Chinese-English glossaries in select areas
31 Chinese philology
32 Chinese society and politics
33 Chinese art and literature
34 Chinese religion
35 Chinese philosophy
36 Other areas
4 Essay-writing in the above select areas
43
TeachingLearning
Methodology
The subject will be conducted in highly interactive seminars so that
major Chinese issues and cross-cultural issues will be sufficiently
addressed In order to well expound the essential principles of the
subject (eg paraphrase interpretation annotation etc) case studies
and hands-on work will be supplemented under guidance of the
teacher whereas the assignments and in-class tests are designed to
encourage studentsrsquo active participation as well as to help develop
their critical thinking and writing ability
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Oral presentation 20
2 Essay writing
35
3 Attendance amp
class
participation
5
4 In-class tests 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 78 Hrs
Total student study effort 117 Hrs
Reading List and
References Main Readings
Chao YR 1969 ldquoDimension of Fidelity in Translation With Special
Reference to Chineserdquo Harvard Journal of Asiatic Studies 29 109-
130
Chao YR 1956 ldquoChinese Terms of Addressrdquo Linguistic Society of
America 32 (1) 217-241
Deeney John J 1995 ldquoTranscription Romanisation
Transliterationrdquo in Chan Sin-wai amp David E Pollard eds An
44
Encyclopedia of Translation Hong Kong Chinese University Press
1085-1107
Jin Di amp Nida Eugene 1984 On Translation Beijing China
Translation amp Publishing Corporation
Zhang Longxi 2010 ldquoThe Complexity of Differences Individual
Cultural and Cross-Culturalrdquo Interdisciplinary Science Reviews
35(3-4) 341-252
References for Further Study
Chan Wing-tsit 1973 A Source Book in Chinese Philosophy (4th
printing) Princeton Princeton University Press
Hodge B amp Kam Louie 1998 The Politics of Chinese Language
and Culture The Art of Reading Dragons New YorkLondon
Routledge
Introductions to Chinese Culture (30 vols) Cambridge amp New York
Cambridge University Press 2011
Kung-chuan Hsiao 1979 A History of Chinese Political Thought
New Jersey Princeton University Press
Quick References
DeFrancis John 2000 ABC Chinese-English Comprehensive
Dictionary Honolulu University of Hawaii Press
Hucker Charles O 1985 A Dictionary of Official Titles in Imperial
China Stanford Calif Stanford University Press
Kleeman Julie amp Yu Harry 2010 Oxford Chinese Dictionary
Oxford Oxford University Press
Journals
China Quarterly
China Journal
Early China
Journal of Chinese Religions
Journal of Chinese Studies
Modern China
Philosophy East amp West
Trsquooung Pao
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
45
46
Subject Code SPD4554
Subject Title Chinese and Bilingual Academic Inquiry
Credit Value 3
Level 4
Medium of
Instruction
Chinese (with English)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This subject aims to introduce students to the basic principles
strategies techniques and tools for Chinese and bilingual academic
inquiry and problem solving with emphasis on Chinese and bilingual
academic reading writing and information handling in support of
language-based academic and professional work This subject also
fulfils the Chinese part of the Discipline-Specific Language
Requirement (DSLR) of the University
Intended
Learning
Outcomes
Students are expected to be able to
a apply effective strategies and skills to academic reading and
writing in Chinese and bilingual contexts
b benefit from various resources both traditional and IT-oriented
for Chinese and bilingual academic inquiry
c evaluate select and deploy effectively IT tools for information
retrieval and data processing to support Chinese and bilingual
academic inquiry and problem solving
Subject Synopsis
Indicative
Syllabus
1 Orientation
- Language and culture
- Language and society
- Academic enquiry in a bilingual context
- To be academically inquisitive in a bilingual context
2 Intake of ideas in a bilingual context
- To read effectively
- Notes making as an aid to idea reception
3 Information handling in the bilingual context
- retrieval
- assessment
- classification and sorting
- further processing
4 Chinese and bilingual academic resources
- Traditional
- IT related
- Multi-media and hyper-media
47
5 IT tools for Chinese and bilingual information processing
- E-dictionaries and e-encyclopedias
- WWW and online library information retrieval
- Word-processing with the help of Microsoft Office
Teaching
Learning
Methodology
The subject will be conducted in interactive seminars supported with
computer-mediated demonstrations Class participation in the form of
continuous input by students will be encouraged to simulate problem
solving and solution enhancement environments
Online tutorial on academic integrity will facilitate studentsrsquo
self-learning at their own pace through a link within this subject
at moodlecpce-polyueduhk
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
method task
Weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Quiz 40
2 Homework 60
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed entirely through coursework consisting of two
quizzes and three pieces of homework Homework requires the
students to locate and solve a practical problem of academic inquiry
via making educated uses of whatever resources available The quizzes
are meant to consolidate the studentsrsquo basic understanding and skills in
Chinese and bilingual academic inquiry
Online Tutorial on Academic Integrity
To help students understand the importance of academic honesty and
learn ways to ensure that their work and behaviour at SPEED are
acceptable in this regard the Online tutorial on Academic Integrity is
included in this subject Students will need to complete the Tutorial
by Week 5 The Online Tutorial is part of the subject completion
requirement Students who fail to complete the Online Tutorial will
fail this subject
For students who have completed the Online Tutorial in another
subject they can be exempted from this requirement Proof of
48
completion (ie e-Certificate) is required
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Online tutorial on academic integrity 1 Hr
Readings and study 78 Hrs
Total student study effort 118 Hrs
Reading List and
References In Chinese (sorted in Pinyin)
费夫贺马尔坦 (李鸿志译) 《印刷书的诞生》 桂林 廣西師範
大學出版社 2007
羅樹寶 《說書 從獸骨到紙張的文字行旅》 台北 商周出版
2007
林玉山《工具書學概論》 廣州 廣東教育出版社 2004
王寧鄒曉麗 《工具書》 香港 和平圖書有限公司 2003
楊承運肖東發編 《北大學者談讀書》 北京圖書館出版社
2000
余嘉錫 (1884-1955) 《目录学发微 〈含古书通例〉》 北京 中
国人民大学出版社 2004
In English
Baez Benjamin and Boyles Deron The Politics of Inquiry Education
Research and the ldquoCulture of Sciencerdquo New York University of
New York Press 2009
Bergmann L S Academic Research and Writing Inquiry and
Argument in College Boston Longman 2010
Dunne M Pryor J and Yates P Becoming a Researcher A
Companion to the Research Process Maidenhead Open University
Press 2005
Flower L Learning to Rival A Literate Practice for Intercultural
Inquiry New Jersey Lawrence Erlbaum Associates Inc
Herring J E The Internet and Information skills A Guide for
Teachers and School Librarians London Facet Publishing 2004
Lester J D Writing Research Papers A Complete Guide (11th
ed)
New York Pearson Longman 2005
Long L and Long N Computers Information Technology in
Perspective Upper Saddle River Pearson Education Prentice Hall
2005
49
Lu Tonglin ldquoTransnationalism and Glocalisation in Chinese
Language and East Asian Cinemasrdquo China Review Vol 10 No 2
Fall 2010 1-14 (httpcupcuhkeduhkojsindexphpChinaReviewarticleviewFile24543404search= )
Lvovich N The Bilingual Self Inquiry into Language Learning
(PhD dissertation) Ohio Union Institute 1995
Nunan D and Choi Julie Language and Culture Reflective
Narratives and the Emergence of Identity New YorkLondon
Routledge 2010
Web Resources
中国语言文字网 httpwwwchina-languagegovcn
粵語審音配詞字庫
httphumanumartscuhkeduhkLexislexi-can
重編國語辭典修訂本
http1401113446newDictdictindexhtml
異體字字典 http140111140mainhtm
Chinese Character Dictionary汉字字典
httpwwwchinalanguagecomdictionariesccdict
《重訂標點符號手冊》修訂版與試用版內容對照表
httpwwwedutwfilessite_contentM0001haushioupdf
OneLook Dictionary Search httpwwwonelookcom
Online Dictionary for Library and Information Science
httplucomodlisaboutcfm
Google Scholar
httpscholargooglecom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
50
Subject Code SPD4557
Subject Title Integrated Study (Bilingual Studies)
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge
Indicative Area Subject Title
Bilingual Studies SPD3261 Introduction to Bilingual Studies
Translation amp
Interpreting SPD3189 Translation for the Workplace
SPD3262 Interpreting for the Professions
Linguistics SPD3260 Analysis of Modern Chinese
SPD3270 Analysis of English
Bilingual
Communication
SPD3263 Introduction to Bilingual
Communication
DSLR+
English SPD4553 English for Chinese Cultural
Themes
DSLR+
Chinese SPD4554 Chinese and Bilingual Academic
Inquiry +
Discipline-Specific Language Requirement subject
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject offers students an opportunity to integrate and apply
their language skills and knowledge of bilingual studies acquired on
the programme Students are expected to develop their critical
thinking skills by working independently to plan manage produce
and evaluate a detailed piece of work in one semester This subject
will provide studentsrsquo opportunities to evaluate and reflect critically
on their chosen area of study
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a identify a theoretical framework or model or practical problem
for investigation and study
b apply the language theories and knowledge of bilingual studies
acquired in the programme
c evaluate and reflect critically on the chosen topic and its
implications
d present findings recommendations andor results in a clear and
effective manner
51
Subject Synopsis
Indicative Syllabus
Students may choose to adopt different approaches for this
Integrated Study Some suggestions are as follows
1) Literature Review Approach students can discuss and analyse a
theoretical model or framework and conduct a critical review of
the literature in a particular area related to bilingual studies
OR
2) Practical Approach students can synthesise and apply what they
have learnt to manage a project based on an analysis of a
perceived need of a real business non-profit making
organisation
Other approaches are possible subject to the PEG approval
TeachingLearning
Methodology
A detailed project guideline will be provided to help the students
Each student will then be assigned to a supervisor who will provide
guidance throughout this project Specific consultation hours will
be arranged to facilitate students in this project Students are
required to develop and define a topic in consultation with the
supervisor submit a proposal and a progress report and at the end
submit a final report
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme Committee
The project will be assessed on the basis of proposal progress report
(including discussion and consultation with supervisor) and final
report
Assessment of proposal and progress report will focus on the
formative aspect of student performance and is appropriate for
intended outcomes 1 and 2 The final report accounts for 70 of
assessment and assessment is based on all four intended outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 100
1 Proposal 15
2 Progress report
(including discussion and
consultation with
supervisor)
15
3 Final report 70
Total 100
52
Student Study
Effort Expected Lecturer-student contact
Workshops 6 Hrs
Consultationsupervision 25 Hrs
Other student study effort
Self-study 120 Hrs
Total student study effort 1285 Hrs
Reading List and
References
References
Anderson J amp Poole ME (2002) Assignment and thesis writing
(4th
ed) Milton John Wiley amp Sons
Babbie E (2012) The practice of social research (13th
ed)
Cengage Learning
Bryman A (2011) Business research methods Oxford amp New
York Oxford University Press
Creswell J W (2007) Qualitative inquiry and research design
Choosing among five approaches (2nd
ed) Thousand Oaks CA
Sage Publications
Creswell J W (2008) Research design Qualitative
quantitative and mixed methods approaches (3rd
ed) Thousand
Oaks CA Sage Publications
Davis K A (1995) Qualitative theory and methods in applied
linguistics research TESOL Quarterly 29(3) 427-453
Doumlrnyei Z (2007) Research methods in applied linguistics
Oxford Oxford University Press
Doumlrnyei Z (2010) Questionnaires in second language research
Construction administration and processing (2nd
ed) New
York NY Routledge
Harmon C (2000) Using the internet online services and CD-
ROMs for writing research and term papers (2nd
ed) New York
amp London Neal-Schuman
Kumar R (2005) Research Methodology A step-by-step guide
for Beginners (2nd
ed) SAGE Publication
Merrigan G (2004) Communication Research Methods
Belmont CA WadsworthThomson Learning
Polonskey M J (2005) Designing and Managing a Research
53
Project A Business Studentrsquos Guide Thousand Oaks CA SAGE
Ruane J M (2005) Essentials of Research Methods A Guide to
Social Science Research Malden MA Blackwell
Silverman D (2013) Doing qualitative research A practical
handbook London SAGE
Zikmund W (2003) Business research methods (7th
ed) South-
Western of Thomson Learning
Additional papers and books relevant to the studentrsquos specific
project topic will be identified by the student or recommended by the
supervisor
54
Subject Code SPD3225
Subject Title Written English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build studentsrsquo competencies in
professional written English It is designed to enable students to
write in a crisp efficient professional style that gets the required
results by focusing on the readerrsquos needs and minimising any
chances of misunderstanding
Secondary objectives are to expand studentsrsquo range of language and
to improve accuracy tone and cohesion
Modern Professional Style will be analysed practised and mastered
to gain the benefits of precision of expression enhanced
relationships and accountability
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a analyse their readersrsquo needs and select information accordingly
b write concisely and without ambiguity of message
c create a positive impression through improved accuracy and
tone
d accomplish demanding writing tasks within desired timeframes
The above will include attention to and feedback on a range of
studentsrsquo written English skills
range of language
grammatical accuracy
organisation and coherence
toneappropriacy
55
Subject Synopsis
Indicative Syllabus
Part 1 Modern Professional Style for Email
Effective vs ineffective written communication
Being able to apply key principles and techniques of Plain English
Developing an awareness of the needs of the reader Critically
comparing the features of effective and ineffective written texts
Creating a reader-friendly document
Making key information stand out frontloading key information
using vertical lists and using parallel structure
Modern Professional Style
Using key principles and techniques such as conciseness and an
appropriate register (neutral style vs informal style)
Developing an appropriate tone
Creating a sincere professional image through vocabulary
selection grammatical voice and positive tone
Genre specific patterns
Recognising and applying appropriate patterns for a variety of
purposes particularly
Dealing with enquiries
Discussing and agreeing terms
Expressing dissatisfaction
Responding to customer problems
Linguistic range and accuracy
Being better able to select appropriate vocabulary and control
grammatical accuracy Being able to identify and correct common
errors in written texts
Part 2 Modern Professional Style for Reports
Applying the appropriate techniques from Part 1 to short reports
and proposals Being able to effectively select and organise relevant
information in order to write a well organised reader friendly report
or proposal
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the professional written English
Step 2 Students analyse texts and - with guidance - discover key
language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
56
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy tone
conciseness etc
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods tasks
weighting
Intended subject
learning outcomes
to be assessed
a b c d
Continuous Assessment 50
1 Communicating with
colleagues or customers 20
2 Short report or proposal 30
Examination (BULATS
Writing Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate in written English in a business
context The tasks also indirectly address in terms of content For
example the assessed tasks may require students to synthesise
business information from different functional units of an
enterprise discuss how best to deal with an ethical dilemma facing
an enterprise andor use their global outlook to decide the best way
to deal with a business-related communication task
Subject Intended Learning Outcomes (SILOs)
Each of the three assessment tasks allow the SILOs to be assessed
The assessed tasks are however different from each other in that
they elicit from students a range of relevant text types eg
responding to an enquiry expression dissatisfaction asking a
colleague for clarification writing a short marketing report etc
Each task is designed to elicit a representative sample of language
from which studentsrsquo range accuracy organisation coherence
and tone appropriacy can be assessed Task completion will also
be assessed written communication often has a specific objective
and whether or not a text achieves its objective needs to be
considered in awarding grades for communicative ability
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
57
Criteria and descriptors vary slightly between the formative tasks
and the BULATS Writing Test but the core underlying language
skills are very similar
Student Study
Effort Expected
Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Books References
Ashley A (2000) A handbook of commercial correspondence
Oxford Oxford University Press
Brock SL (2003) Better business writing techniques for
improving correspondence (4th
ed) Menlo Park CA Crisp
Learning
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Oxford
Macmillan
Bilbow Grahame T (2004) Business writing for Hong Kong (3rd
ed) Hong Kong Longman
Holt R D Grigor amp N Sampson (2004) Email International
business correspondence for all occasions Hong Kong
Macmillan
McCarthy M et al (2009) Grammar for business Cambridge
University Press
Mascull Bill (2010) Business vocabulary in use Advanced
Cambridge Cambridge University Press
Mascull Bill (2010) Business vocabulary in use Intermediate
Cambridge Cambridge University Press
Pile L (2004) E-mailing Addlestone UK DELTA Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
58
Subject Code SPD3226
Subject Title Spoken English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build a broad awareness of and develop
the spoken English communication skills that are increasingly
needed to achieve successful outcomes in a range of fairly
demanding work-related situations
This is a task-based subject in which students encounter a range of
simulated professional situations focussed on problem solving and
presentations The contexts are designed to provide opportunities to
introduce analyse and practise a range of functional language (eg
the language of negotiating options promising action clarifying
meaning etc) with particular attention to tone and register A
secondary objective is to expand studentsrsquo professional vocabulary
Intended Learning
Outcomes
On successfully completing this subject students will have the
language skills to be able to do the following in a professional and
appropriate manner
a establish a professional relationship in an appropriate manner
b contribute to and if necessary manage a problem-solving
meeting in a professional and appropriate manner
c present themselves their ideas and the products and services of
a company or organisation
d negotiate in a professional and appropriate manner
The above will include attention to and feedback on a range of
studentsrsquo spoken English skills
range of language
grammatical accuracy
pronunciationstressintonation
discourse management
interactive communication skills
59
Subject Synopsis
Indicative Syllabus
Communicating in Groups
Functional language for
contributing to meetings (eg asking for and giving opinions
dealing with interruptions clarifying etc)
managing meetings (eg setting objectives asking for
clarification keeping to the point summarising etc)
problem-solving (eg stating options balancing arguments
changing your approach etc)
decision making (eg making a suggestion expressing doubt
stating future action etc)
Presenting Persuasively
Functional language and communication techniques for
Laying solid foundations the start the finish signposting
Powerful techniques eg repetition rhetorical questions the
rule of three
Being positive and dramatic power words amp convincing
language storytelling and anecdotes
Handling questions paraphrasing questions answering
strategies
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the target language in realistic professional
contexts
Step 2 Students analyse audiovideo recordings and transcripts
and with guidance-discover key language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy pronunciation
etc
60
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
method tasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
50
1 Three- way problem-
solving discussion 25
2 Individual
presentation 25
Examination
(BULATS Speaking Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate more effectively and efficiently in
professional spoken English in a business context
Subject Intended Learning Outcomes (SILOs)
The three assessment tasks allow each of the 4 SILOs to be
assessed at least twice Each task is designed to elicit a
representative sample of language from which studentsrsquo range
accuracy discourse management pronunciation stress
intonation and interactive abilities can be assessed
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
Criteria and descriptors vary slightly from one assessed task to
another depending on the exact skill-set to be assessed but the core
underlying language skills are very similar
Student Study
Effort Expected Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
As this is a language skills subject it does not require extensive
academic reading but rather extensive exposure analysis and
practice Students may find the following sources useful
Recommended Books References
Allison J amp P Emmerson (2007) The business intermediate
studentrsquos book with DVD ROM Oxford Macmillan
Centre for Professional and Business English (2002) Business
61
English kit for HK executives common errors business writing
amp social English Hong Kong Economic Times
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Macmillan
Oxford UK
Mascull Bill (2002) Business vocabulary in use intermediate
Cambridge Cambridge University Press
Mascull Bill (2004) Business vocabulary in use Advanced
Cambridge Cambridge University Press
McCarthy M et al (2009) Grammar for business Cambridge
Cambridge University Press
Murphy R (2012) English grammar in use with answers A self-
study reference amp practice book for intermediate students of
English (4th
ed) Cambridge Cambridge University Press
Online Resources
General
BBC Learning English
wwwbbccoukworldservicelearningenglishgeneral
Presentations
Presentation Magazine wwwpresentationmagazinecom
PolyU ELC
httpelcpolyueduhkcillpresentationsordering_questionhtm
Podcasts
Business English Pod wwwbusinessenglishpodcom
English Pod wwwenglishpodcom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
62
Subject Code SPD4337
Subject Title English and Chinese in Contrast
Credit Value 3
Level 4
Medium of
Instruction
English (Chinese is used only when a Chinese term is referred to)
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Linguistic Knowledge in English and Chinese would be helpful for
deeper understanding of this course
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This is a comprehensive linguistic course highlighting the
differences between English and Chinese through a linguistic
study of both It aims to develop studentsrsquo awareness of the
contrastive linguistic differences and similarities in Chinese and
English With daily examples students should be able to identify and
analyse critically the structures and functions of these languages and
apply the subject knowledge to solve linguistic problems encountered
in professional and workplace discourses and in daily communication
situations This subject will also encourage studentsrsquo examination of
the intercultural linguistic difference between the east and the west as
well as the intra-cultural differences within the Greater China region
essential to translation and other integrated use of English and
Chinese for professional communication
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a recognise the significance of contrastive analysis in professional
communication
b develop an understanding of the linguistic differences and
similarities between Chinese and English
c identify and analyse critically the structures and functions of these
languages
d apply the subject knowledge to the explanation of linguistic
phenomena encountered in professional discourses and in day-to-
day communication situations
e examine the intercultural difference between the east and the west
as well as the intra-cultural differences within the Greater China
region linguistically essential to translation and other integrated
use of English and Chinese for professional communication
63
Subject Synopsis
Indicative
Syllabus
Overview of Contrastive Analysis
Introduction to contrastive analysis in linguistics function and
importance of contrastive analysis in linguistics evolution of and
philosophies behind the Chinese and English languages
Linguistic Differences and Similarities between Chinese and
English
Fundamental Linguistic characteristics of English and Chinese
contrastive study of English and Chinese phonetics and phonology
word formation morphology grammar syntax semantics
Cross-cultural Translation and Communication
Translation skills (order form structure) language of respect and
humanity face politeness conventional cognition of English and
Chinese
Teaching
Learning
Methodology
Lectures will introduce and explain the principles and various
approaches to contrastive language studies with specific reference to
examples drawn from the greater China region and the English-
speaking countries wherever appropriate and invite sharing of
observations through group discussion
Tutorials provide students the opportunity to deepen their
understanding of the concepts taught in lectures and to understand the
linguistic differences and similarities between Chinese and English as
well as cultural differences in Chinese and English through tutorial
exercises student presentations and group discussions
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d e
Continuous Assessment 60
1 Group project with
individual components 35
2 Mid-term test 15
3 Participation and in
class work 10
Examination 40
Total 100
64
Student Study
Effort Expected Class contact
Lecture 26 Hrs
Tutorial 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
Yule G (2010) The study of language (4th
ed) UK Cambridge
University Press
潘文國 (2013) 漢英語言對比概論 北京 商務印書館
References
Chen D (2011) Contrastive linguistics between Chinese and
English Beijing Foreign Language Teaching and Research Press
Hatim B (1997) Communication across cultures Translation theory
and contrastive text linguistics Exeter Exeter University Press
Nida E A (1993) Language culture and translating Shanghai
Shanghai Foreign Language Education
Snell-Hornby M (2001) Translation studies An integrated
approach Amsterdam John Benjamins
何善芬 (2002) 英漢語言對比研究 上海 上海外語敎育出版社
卉君 (1993) 漢語基本知識 香港 商務印書館
黃伯榮 amp 廖序東 (2011) 現代漢語 北京 高等教育出版社
金惠康 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
李德津 amp 程美珍 (2008) 外國人使用漢語語法 (修訂本) 北京
北京語言大學出版社
蕭立明 (2010) 英漢比較硏究與翻譯 上海 上海外語敎育出版
社
陳定安 (1997) 英漢比較與翻譯 香港 商務印書館
王武興 (2003) 英漢語言對比與翻譯 北京 北京大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
65
Subject Code SPD4346
Subject Title Translation for the Media
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Basic knowledge in SPD3189 Translation for the Workplace or
equivalent
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject introduces to the students the features and practices of
the media industry in Hong Kong and important concepts and
techniques in the translation of media documents including news
reports magazine articles web pages etc It provides sufficient
practice to help students acquire hands-on experience and essential
skills to develop expertise in media translation
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the features and practices of the media industry in Hong
Kong
b analyse different formats and styles of English and Chinese
media texts and
c form and apply appropriate approaches and strategies for
translation tasks of different media texts
Subject Synopsis
Indicative Syllabus
Features and Practices of Media Industry in Hong Kong
Todayrsquos media Functions of the mass media Fundamental
considerations of media translation Tasks of a media translator
Characteristics of Media Language
Nature of media language Semantic level Syntactic level Rhetoric
level Features of English and Chinese media writings
Translation Skills Approaches and Strategies for Media
Documents
Transliteration literal translation liberal translation and combined
translation Addition omission repetition reversion and
rearrangement of words and expressions Balance of accuracy
fluency and expressiveness Adapting editing and re-writing texts
Translation for Printed Media
Translation strategies and approaches for different types of printed
media writings including news reports magazine articles editorials
etc
66
Translation for Electronic Media
Translation strategies and approaches for different types of
electronic media writings including TV and radio broadcast
internet etc
TeachingLearning
Methodology
Lectures focus on the introduction and explanation of translation
theories and concepts with specific reference to different media
documents wherever appropriate Group discussions are arranged
regularly Tutorials provide students with the opportunity to deepen
their understanding of the concepts taught in lectures and to apply
the theories in practice The activities in tutorials normally include
discussion practice and presentation related to both the source text
and the target text of media documents
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments (eg
test reflective journal case
study)
20
3 Group assignments (eg
project report research
paper)
10
4 Class participation 10
Examination 40
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
67
Reading List and
References
Recommended Textbook
There is no prescribed textbook This is a dynamic course which
mainly involves current media documents in Hong Kong Lecture
summary and supplementary notes may be distributed from time to
time
References
Ho W K (2001) Media translating In An Encyclopedia of
Translation Chinese-English eds Chan Sin-wai amp David E
Pollard (pp 651 ndash 657) Hong Kong The Chinese University Press
Itule BD amp Anderson DA (2007) News writing and reporting
for todayrsquos media (7th
ed) New York McGraw Hill
McLoughlin L (2000) The language of magazines London
Routledge
Reah D (2002) The language of newspapers (2nd
ed) London
Routledge
朱伊革 (2007) 英語新聞的語言特點與翻譯 上海 上海交通大
學出版社
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版
金惠香 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
康照祥 (2005) 媒體識讀 臺北 揚智文化
端木義萬 (2000) 傳媒英語研究 北京 中國社會科學出版社
廖柏森 (2007) 新聞英文 閱讀與翻譯技巧 臺北 眾文圖書公
司
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
賴蘭香 (2012) 傳媒中文寫作 香港 中華書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
68
Subject Code SPD4468
Subject Title Writing for Marketing and Public Relations Purposes in English
Credit Value 3
Level 4
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Marketing Management and Public Relations
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject stresses the importance for marketing and PR
professionals to communicate effectively to their target audiences
It equips students with the essential conceptual and analytical skills to
enable them to write a range of effective marketing and PR materials in
English which observe common textual conventions used by
professional marketing and PR writers
The primary focus is on creating effective advertisingpromotional
copy and effective media releases as these are the most common ways
of reaching a target audience Students will also become acquainted
with other text types including backgrounders brochures and broadcast
scripts
Recent technological changes are covered to give students an
understanding of how technology has impacted written communication
skills in the marketing and PR industries
Intended
Learning
Outcomes
Upon successful completion of this subject students will be able to
a identify the intended public and the nature of various media in
planning and writing marketing and PR text
b apply marketing and public relations writing skills to produce
effective promotionaladvertising copy and press releases that reach
their target audience with the desired effect
c recognise and understand legal and ethical problems associated
with marketing and public relations writing and adjust writing style
to avoid these and
d proofread a range of marketing and public relations texts to
improve accuracy by identifying a range of common grammatical
errors
69
Subject
Synopsis
Indicative
Syllabus
The subject develops studentsrsquo awareness of how a range of effective
marketing and PR texts are constructed and helps them develop their
own professional writing skills to produce texts with similar features
It uses genre analysis to analyse the lsquomovesrsquo used by effective
marketing and PR writers in a range of markets and media and
provides many opportunities for students to produce and critically
evaluate their own texts
PART 1 Before you Start Writinghellip
a) Setting communication objectives
Adopting a problem-solution mindset
Defining your target audience
Defining what you want your writing to achieve
b) Considering legal and ethical issues
Defamation
Privacy
Inclusiveness
Gender-neutral writing
lsquoGreenwashrsquo
PART 2 Writing Copy that Sells
a) Key lsquomovesrsquo of successful promotionaladvertising texts
Getting the readerrsquos attention and holding it
Writing from the readerrsquos point of view
Putting human benefits before features
Identifying your USP
Establishing your credibility
Showing that the value exceeds the price
Telling the reader what to do next
Giving the reader a reason to act now
Creating a compelling headlinetagline
b) Critical evaluation of a range of authentic promotionaladvertising
texts in different media
c) Analysis of common linguistic errors in promotionaladvertising
texts written by Chinese L1 writers
PART 3 Writing Successful Media Releases
a) Key lsquomovesrsquo of successful media releases
Identifying a strong news angle
Getting the story into the lead paragraph
Adding high-impact quotes
Creating a compelling headline
Maintaining an objective and neutral tone
b) Critical evaluation of a range of authentic media releases
c) Analysis of common linguistic errors in media releases written by
Chinese L1 writers
70
Teaching
Learning
Methodology
The approach to teaching and learning will incorporate
a) guided discovery
b) skills development in focused tasks and
c) opportunities for students to demonstrate individually their
improved competence
Class time will focus on a discovery-based approach in which students
through guided analysis of model texts will critically evaluate a range
of successful (and occasional unsuccessful) marketing and public
relations copy to identify key features
Students will go on to develop their ability to incorporate these
features into their own writing apply their understanding by
synthesising a range of writing techniques and skills to produce
effective texts of their own in group and individual writing activities
There will be a balance between group work and individual
participation Group work will prepare students to work effectively
with other team members Individual writing tasks and other tasks will
develop a sense of personal responsibility for the quality of their own
communication
Students are expected to read widely on the subject The lecturer will
direct students to one or more specific articles that consolidate and
expand the skill(s) that have been covered that week Alternatively
students may be expected to read some of the theoretical material
before class and come to class already informed of key principles
There is no distinction between lectures and tutorials for this subject
71
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Final Examination 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to approval of the School Programme Committee
Student Study
Effort Expected
Class contact
Lessons 39 Hrs
Self-study and class preparation 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbook
The material is based on the work that the Centre for Professional and
Business English (CPBE) of PolyU carries out with organisations and
working adults in Hong Kong Students will receive the core course
material in two in CPBE-written modules
Part A Writing Copy that Sells
Part B Writing PR Copy
72
References
Aronson M Spetner D amp Ames C (2007) The Public Relations
Writers Handbook The Digital Age 2nd Edition San Francisco
JosseyBass
Bivins T H (2013) Public Relations Writing The Essentials of Style
and Format 8th
Edition McGraw-Hill
Bly RW (nd) The Fundamentals of Persuasive Writing Retrieved 15
December 2015 from wwwblycomPagesdocumentsTFOPWhtml
Farrall C and Lindsley M (2008) Professional English in Use
Marketing Cambridge Cambridge University Press
Harrington J (2015) RIP press releases hello integration and
goodbye PR Welcome to the future of our industry Retrieved 15
December 2015 from wwwprweekcomarticle1366952rip-press-
releases-hello-integration-goodbye-pr-welcome-future-industry
Hayden CJ (2009) Increase Your Signal-to-Noise Ratio Retrieved 15
December 2015 from wwwgetclientsnowcomsignal-to-noise-
ratiohtm
Makepeace C (2009) How to Create a Killer Ad Retrieved 15
December 2015 from
wwwmakepeacetotalpackagecomarchiveshow-to-create-a-killer-ad
Rich C (2012) Writing and Reporting News 7th ed Belmont
California Wadsworth
Ross K (2015) How to Write a Press Release in One Easy Lesson
Retrieved 15 December 2015 from wwwkayrosscompress-
releasehtml
Ross K (2015) Why Should I Visit Your Website - And Why Should I
Stick Around Retrieved 15 December 2015 from
wwwkayrosscomwhy-websitehtml
Schermerhorn M (2005) Writing Great Website Sales Copy
Retrieved 15 December 2015 from httpezinearticlescomWriting-
Great-Website-Sales-Copyampid=36763
Scott DM (2013) The New Rules of Marketing amp PR How to Use
Social Media Online Video Mobile Applications Blogs News
Releases and Viral Marketing to Reach Buyers Directly Hoboken NJ
John Wiley amp Sons
Smith R D (2008) Becoming a Public Relations Writer A Writing
Process Workbook for the Profession 3rd ed Routledge
73
Swain JW amp Swain KD (2014) Effective Writing in the Public
Sector Armonk USA Routledge
Whitaker W R Ramsey J E and Smith R D (2012) Media writing
print broadcast and public relations 4th ed New York Routledge
Wilcox D L (2012) Public Relations Writing and Media
Techniques 7th ed Pearson
Yopp J J and McAdams K (2014) Reaching Audiences a Guide to
Media Writing 6th ed Boston Allyn amp Bacon
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
74
Subject Code SPD4556
Subject Title Languages in Contemporary Societies
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to help the students to understand the
social nature of language to be keenly aware of the product and process
of languages in contact and cross-language influence in the accelerated
globalising society and to be able to apply the sociolinguistic knowledge
learned in class to analyse and evaluate language use in various social
and cultural contexts
Intended
Learning
Outcomes
Students are expected to be able to
a Articulate the social nature of language and the role of language in
both reflecting and constructing a speakers social identity
b Acquire acute awareness and understanding of the dynamics of
language variation and change in multilingual and multicultural
societies
c Appraise critically language-related issues and exercise critical
judgment in evaluating language use in various social and cultural
contexts
d Apply sociolinguistic knowledge to describe and explain the
phenomena of human interaction the students encounter
e enhance critical thinking in the course of study a theoretical subject
socio-linguistics
f enhance biliteracy and trilingualism by virtue of a deeper
understanding of language use in cosmopolitan multi-lingual cities
like Hong Kong
Subject
Synopsis
Indicative
Syllabus
1 Language and social identity
2 Bilingualism and diglossia
3 Societal multilingualism
4 Code-mixing and code-switching
5 Linguistic variation and change
6 Language culture and thought
7 Register genre and style
8 Language and internet development
9 New Media Literacy
75
Teaching
Learning
Methodology
Theory and practice will be fully integrated throughout the subject In
addition to the provision of key concepts of the subject and guidance on
applications highly interactive seminars are designed to encourage
active participation from the students in classroom discussion
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation 20
2 Quiz 20
3 Term paper 40
4 Class participation 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed by presentation quiz and term paper While
the quiz assesses the studentsrsquo grip of the subject matter of a general
nature the presentation and term paper will involve applying the
conceptual resources learned in the subject to describe critically
evaluate and explain some samples of language use in society Besides
the participation tutorial encourages the students to participate actively
in discussion and critically responds to the teacher and fellow classmates
in academic debates
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Supervised studies group work 35 Hrs
Library search fieldwork own research 35 Hrs
Total student study effort 109 Hrs
76
Reading List and
References Aitchison Jean and Diana M Lewis (ed) 2003 New Media
Language London Routledge
Auer Peter (ed) 2007 Style and Social Identities Alternative
Approaches to Linguistic Heterogeneity New York Mouton de
Gruyter
Bonvillain Nancy (2014) Language culture and communication
the meaning of messages [The Seventh Edition] Upper Saddle
River NJ Pearson
Claika Elaine 1994 Language The Social Mirror (3rd Ed) Heinle
amp Heinle
Deborah Tannen and Anna Marie Trester (ed) 2013 Discourse 20
language and new media Washington DC Georgetown University
Press
Eckert Penelope amp Sally McConnell-Ginet 2013 Language and
Gender [The Second Edition] Cambridge University Press
Fasold Ralph 1996 The Sociolinguistics of Language Oxford
Basil Blackwell
Holmes Janet 2013 An Introduction to Sociolinguistics [The
Fourth Edition] Longman
Wardhaugh Ronald (2015) An Introduction to Sociolinguistics
[The Seventh Edition] Chichester John Wiley amp Sons Inc
Stockwell Peter 2007 Sociolinguistics A Resource Book for
Students Routledge
教育部語言文字信息管理司組編《中國語言生活狀況報告》
2005 2006 2007 2008 2009 2011 北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
77
Subject Code SPD4558
Subject Title Applied Translation Studies
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to produce students who understand the factors
involved in communication across two languages who have an
awareness of the different levels of meaning in a text who can use this
awareness to evaluate both source texts and their translations who
have an awareness of basic issues concerning translation as a
profession It will also assist students to examine texts and analyse the
linguistic and sociolinguistic issues underlying communication across
cultures
Intended
Learning
Outcomes
Students are expected to be able to
a understand linguistic and cultural issues in translation
b analyse texts from the point of view of a translator
c identify translation problems in relation to syntax lexis function
and cultural issues to classify them and to find solutions
d translate texts of various types using appropriate strategies and
procedures
e become thinking translators
f students are expected to develop the ability of critical thinking and
cultural appreciation
Subject
Synopsis
Indicative
Syllabus
1 introduction- what translation studies does
2 science of translationmdashlinguistic approach to translation
3 dynamic equivalence
4 type reader translator strategy (functionalist approach)
5 text analysis in translation
6 translation procedures
7 translation of metaphor
8 translation of terminology
9 cultural issues in translation
10 multilingualism in a monolingual text
11 translation in the context of bilingualism and biculturalism
78
Teaching
Learning
Methodology
This subject will be conducted in lectures and seminars Assignments
will be designed to provide tasks which encourage and develop critical
analysis and evaluation as well as encourage and develop the
discussion of their own work and existing translations
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 One paper 80
2 Class
participation
amp paper-conducting
20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed in the form of essays describing
translation problems encountered by the students using theories learned
in class and readings and analyse existing translations
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Peter Newmark A Textbook of Translation (New York Prentice Hall
1988) Eugene A Nida ldquoDynamic Equivalence in Translationrdquo in An
Encyclopaedia of Translation (Hong Kong Chinese University Press
1995) pp223-230
Jin Di ldquoEquivalent Effect in Translationrdquo in An Encyclopaedia of
Translation (Hong Kong Chinese University Press 1995) pp231-234
Roman Jakobson ldquoOn Linguistic Aspects of Translationrdquo Theories of
Translation eds Rainer Schulte and John Biguenet (Chicago and
London University of Chicago Press 1993) pp 144-151
Marilyne Rose ldquoTranslation Types and Conventionsrdquo Translation
Spectrum ed Marilyne Rose (Albany State University of New York
Press 1981) pp31-40
Katharina Reiss ldquoText Types Translation Types and Translation
79
Assessmentrdquo Readings in Translation Theory ed Andrew Chesterman
(Helsinki Oy Finn Lectura Ab 1989) pp106-115
Juliane House ldquoTranslation Quality Assessmentrdquo Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 157-161
Christiane Nord Translation as a Purposeful Activity St Jerome
(1997)
Marrlyne Rose ldquoTime and Space in the Translation Process in
Translation Spectrum pp 1-7
Vinay amp Darkelnet ldquoTranslation Proceduresrdquo in Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 61-69
Jin Di amp Eugene Nida On Translation 中國對外翻譯出版公司
1984
JC Catford A Linguistic Theory of Translation Oxford Univ Press
1965
孫述宇金聖華《英譯中》香港中文大學校外進修部
1975
張培基等《英漢翻譯教程》上海瓦與教育出版社2007
譚載喜《新編奈達論翻譯》北京對外翻譯出版公司1999
劉靖之ldquo重神似不重形似rdquo《翻譯論集》(香港三聯書店
1989) pp1-15
羅新璋 ldquo我國自成體系的翻譯理論rdquo《翻譯論集》(香港商務
印書館1989) pp1-19
林語堂 ldquo論翻譯rdquo 《翻譯論集》(香港三聯書店1989)
pp32-47
趙元任ldquo論翻譯中信達雅的信的幅度rdquo《翻譯論集》(香
港三聯書店 1989)pp48-63
陳西瀅 ldquo論翻譯 rdquo《翻譯論集》(北京商務出版社
1989)pp 400-408
曾虛白ldquo翻譯中的神韻與達rdquo《翻譯論集》(北京商務出版
社 1989)pp 409-416
80
傅雷ldquo翻譯與臨畫 mdash《高老頭》重譯本序rdquo 《翻譯論集》(香
港三聯書店1989) pp 68-69
傅雷關於翻譯的通信《翻譯論集》(香港三聯書店1989)
pp 70-78
錢鍾書ldquo林紓的翻譯rdquo《翻譯論集》(香港三聯書店1989)
pp 302-332
黃宣範ldquo翻譯的語言基礎rdquo《翻譯與語意之間》(台北聯經出
版事業公司1993)pp217-242
《翻譯季刊》香港翻譯學會
《中國翻譯》中國翻譯者協會
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
81
Subject Code SPD4559
Subject Title Bilingual Communication Workshop
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The aim of this subject is to achieve better co-ordination and
integration for the learning of Chinese (including Putonghua) and
English among the students and to better prepare students for
professional environments where the two written codes and three
spoken languages will be either simultaneously interchangeably or
integratively used It is believed that such environments are the
norm in both the private and public sectors of Hong Kong and that
graduates from this programme will be expected to assume as
executives the role of linguistic brokers or intermediaries in these
environments
This subject focuses on enhancing studentsrsquo biliterate and trilingual
skills as well as integrated bilingual communication via a lsquolearning
by doingrsquo approach whereas SPD3263 focuses on developing
studentsrsquo grip on the conceptual resources related to bilingual
communicative norms and the conduct and content of bilingual
communication especially its integrated form
Intended Learning
Outcomes
Students are expected to be
a knowledgeable of the types and features of bilingual
communication in both the private and public sectors
b skilled in parallel drafting of documents in both Chinese and
English and in integrated forms of bilingual communication
c able to conduct a range of acts of verbal and non-verbal
communication such as speech opening amp closing
complimenting amp toasting informational probing amp querying
criticising amp self-defending in a professional manner in cross-
cultural and professional contexts
d bilingual norms of language-mediated communication
e communicative norms of inter-cultural communication
f rhetorical tasks involving queries critique ampor lobbying
82
Subject
Synopsis
Indicative
Syllabus
1 making amp defending a case in both Cantonese Putonghua amp
English
2 conducting parallel case documentation in both Chinese and
English
3 making queries in Cantonese Putonghua and English
4 conducting integrated bilingual communication
Teaching
Learning
Methodology
This subject will be conducted in a highly interactive workshop mode
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks~
weighting
Intended subject learning outcomes to
be assessed
a b c d e f
Continuous
Assessment
100
1 Three oral
exercises 55
2 Two written
exercises 35
3 Feedback
given as a
consultant^
10
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
As an advocate (25) as a fact-finder (10) as a critic (20)
^ Consultant is a role-play position in the simulated class exercises The role
of the consultant in class exercises is to offer helpful suggestions to other
players for improvement This part of assessment is a minor class work
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Guided Supervision 13 Hrs
Other student study effort
Preparation amp Practices 35 Hrs
Writing Exercises 35 Hrs
Total student study effort 109 Hrs
83
Reading List and
References References
Argenti P (2007) Corporate communication (4th
ed) New York
NY McGraw-HillIrwin
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
Chaney LH amp Martin JS (2014) Intercultural business
communication (6th ed) Upper Saddle River NJ PearsonPrentice
Hall
John Sinclair (Eds) (2011) Collins Cobuild English dictionary for
advanced learners Bishopbriggs Glasgow HarperCollins
Mascull B (2010) Business vocabulary in use Advanced (2nd
ed)
Cambridge Cambridge University Press
Mascull B (2010) Business vocabulary in use Intermediate (2nd
ed) Cambridge Cambridge University Press
中國社科院語言研究所詞典編輯室 (2016) 現代漢語詞典 香港
商務印書館
中國社會科學院語言研究所 (2011) 新華字典(第 11 版) 北京
商務印書館
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
香港理工大學中文及雙語學系 (2010) 理大實用中文寫作手冊
香港 香港理工大學中國語文教學中心
陸谷孫(2008)英漢大詞典 上海上海譯文出版社
經濟日報出版社 (2002) 中國商務應用文書手冊 香港 經濟日
報出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
84
Subject Code SPD4563
Subject Title Chinese Media in the Bilingual Context
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject presents and explores issues of bilingualism and
multiculturalism in Chinese media practice in the accelerated globalising
and pluralistic societies of today utilising conceptual resources from
bilingualism and discourse analysis The students are encouraged to
reflect and generalise the use of language and languages in media
discursive practice and to apply and extend their creative and critical
thinking capacity as well as their bilingual knowledge and skills through
analysing and practicing different media genres in Hong Kong and the
related Cultural China regions
Intended
Learning
Outcomes
Students are expected to be able to
a acquire a good understanding of the sociocultural and
sociolinguistic characteristics of Chinese media in Hong Kong and
its related Cultural China regions
b appraise critically language-related issues of media communication
in the accelerated globalising and digitalising world
c develop further bilingual knowledge and skills with an appropriate
usemix of signs styles and symbols for Chinese media production
in a pluralistic society
d develop critical and creative thinking via analysing and producing
different media products in Hong Kong and the related Cultural
China region
e develop integrated biliteracy and trilingualism with heightened
awareness and appreciation of the multilingual and multicultural
mix in Hong Kong and the related Cultural China regions
Subject
Synopsis
Indicative
Syllabus
1 Globalisation localisation and the development of Chinese media
2 Orality and literacy in Chinese media
3 New words and formation in Chinese media
4 Codemixing and codeswitching in Chinese media
5 Intertextuality and hybridity in Chinese media
6 Stylistic variations and changes in Chinese media
7 Signs and Symbols in Chinese media
8 Ideology and image transformation in Chinese media
85
Teaching
Learning
Methodology
The subject will be divided into lectures and seminars Lectures will
cover the major themes in the broadest form while seminars will
concentrate on the special topics andor case studies A combination of
various exercises including presentation class discussion and media
work production will be utilised to maximise the learning outcomes for
the students Tutorial sessions will be arranged to assist students to
complete their assignments satisfactorily
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e
Continuous
Assessment
100
1 Presentation 20
2 Class
participation 15
3 Media
production 45
4 Quiz 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Seminars 13 Hrs
Other student study effort
Readings amp Discussion 30 Hrs
Writing amp problem-solving tasks 50 Hrs
Total student study effort 119 Hrs
86
Reading List
and References
Baran Stanley J 2007 Introduction to Mass Communication Media
Literacy and Culture (Updated 4th ed) New York McGraw-Hill
Chan K J W Walls and D Hayward 2007 (ed) East-West
Identities Globalisation Localisation and Hybridisation Boston
Brill
Craig T J and R King 2002 Global Goes Local Popular Culture in
Asia Hong Kong Hong Kong University Press
Li David CS 1996 Issues of Bilingualism and Biculturalism A Hong
Kong Case Study New York Peter Lang
Lee CC JM Chan Z Pan and CY K So 2002 Global Media
Spectacle News War over Hong Kong New York State University of
New York Press
Machin D amp T V Leeuwen 2007 Global Media Discourse A
Critical Introduction New York Routledge
Meinhof U amp J Smith 2000 Intertextuality and the Media From
Genre to Everyday Life New York Manchester University Press
Wu D D (ed) 2008 Discourses of Cultural China in the Globalising
Age Hong Kong Hong Kong University Press
Lee Francis L F (2014) Talk radio the mainstream press and public
opinion in Hong Kong Hong Kong Hong Kong University Press
王建華主編 2006《資訊時代報刊語言跟蹤研究》杭州浙
江大學出版社
吳東英 許謙文 2000 方言變異還是語體變異 內地與香港娛
樂新聞的語篇差異分析《中國語文》第一期35-41頁
吳東英秦秀白吳柏基2004香港報刊語言口語化的表現形
式和功能《當代語言學》 第3期248-256頁
俞旭郭中實黃煜主編(1999)《新聞傳播與社會變遷》香
港中華書局
鄭慶君 2007《手機短信中的語言學》長沙湖南大學出版
社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
87
Subject Code SPD4564
Subject Title Classical Chinese for Today
Credit Value 3
Level 4
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help our student to break the language barrier that
prevents them to access the civilisation of Ancient China recorded in the
textual forms It enables students to acquire reading ability in Classical
Chinese by adopting the principled systematic approach devised by Wang
Li and his team at Peking University to the acquisition of Classical
Chinese on the part of undergraduate students The essence of this
approach is the division of teaching materials into three parts namely (1)
texts (2) basic vocabulary (3) grammatical patterns and relevant
knowledge with a strong sense of striking a balance between maximising
the utility of each of these three parts and integrating the three as far as
practicable
Intended
Learning
Outcomes
Students are expected to be able to
a acquire sufficient vocabulary to understand Classical Chinese
b acquire the basic grammatical features that are commonly found in
Classical Chinese
c make use of dictionaries and reference works that are instrumental
in studying Classical Chinese source material
d generalise and apply the knowledge acquired to comprehend newly-
encountered texts
e translate Classical Chinese into modern Chinese
f appreciate the historical developments of Chinese language
g relate the classical texts to the cultural historical philosophical and
social evolutions in China
h develop critical and logical thinking through learning Classical
Chinese in a systematic manner
i acquire life-long learning skills through the application of
dictionaries and reference works in the study
j enhance the appreciation of traditional Chinese civilisation
including culture history and philosophy
k identify the influences of traditional Chinese civilisation on the
contemporary world
l have a better sense of historic-national identity and responsibility
88
Subject
Synopsis
Indicative
Syllabus
A Selected Texts
1 Pose Zuozhuan (左傳) Mencius (孟子) Lunyu (論語)
Zhuangzi (莊子) Xunzi (荀子) Han Fei Zi (韓非子)
Zhanguoce (戰國策) Sun Zi (孫子兵法) Shiji (史記)
Hanshu (漢書)
2 Poem Shijing (詩經)Chuci (楚辭)Tangshi (唐詩)
Songci (宋詞)
B Vocabulary
1 The basic meanings and the extended meanings of the
lexical items found in the selected text
2 The synonyms and related words of the lexical items
3 The semantic change of the lexical items in the history of
Chinese language
C Grammatical features
1 Sentence types and their markers
2 Passive versus active sentences
3 Lexical categories Pronouns Connectives prepositions
adverbs and particles
4 The functional shift of lexical categories in Classical
Chinese
5 Word Order in Classical Chinese
D Relevant Knowledge
1 Major dictionaries and reference works in studying
Classical Chinese
2 The metrical patterns in poems and verses
3 The family names and personal names in Ancient China
4 The official titles Ancient China governments
5 The rituals and festivals of Ancient China
6 The astronomical calendar adopted in Ancient China
Teaching
Learning
Methodology
In addition to lectures provided by the subject teacher students will be
required to apply the taught skills to solve problems in understanding
Classical Chinese on their own Critical discussion on the different
commentaries and annotations of the selected texts will be held
Presentations on the socio-cultural aspects of Ancient China will also be
required
89
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes to be assessed
a b c d e f g h i j k l
Continuous
Assessment
50
Examination 50
Total 100
Continuous assessment items andor weighting may be adjusted by the subject
lecturer subject to the approval of the School Programme Committee
The subject will be assessed by assignments and examination The take-
home assignments assess the respective knowledge and skills for the subject
while the final examination assesses studentsrsquo vocabulary size
comprehension ability and translation skills of Classical Chinese
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self studies 60 Hrs
Course work (total 3) 9 Hrs
Total student study effort 108 Hrs
Reading
List and
References
王力主編2006《古代漢語》(校訂重排本)一至四冊北京中華
書局
張世祿2004《古代漢語教程》(修訂版)上下冊上海復旦大學
出版社
王力1984《談談學習古代漢語》濟南山東教育出版社
王力編2000《王力古漢語字典》北京中華書局
王政白1992《古漢語同義詞辨析》合肥黃山書社
楊伯峻何樂士2001《古漢語語法及其發展》(修訂本)北京
語文出版社
村夫向東1985《古漢語語法手冊》太原山西人民出版社
周振甫2004《怎樣學習古文》北京中華書局
張中行2007《文言津逮》北京中華書局
The Reading List and References are indicative Relevant reading materials
will be suggested and assigned from time-to-time when they are deemed
90
appropriate
91
Subject Code SPD4565
Subject Title Communications in Greater China
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
Greater China is a political plurality and is multicultural with policies
and practices of communications varying from polity to polity This
subject will provide students with a survey and understanding of the
social and media characteristics and the communicative norms that are
essential for interpreting evaluating and designing corporate
communication materials related to media relations in the region
Conceptual resources from global communication and cross-cultural
competence will be utilised with the hope to further develop the
studentsrsquo multilingual sensitivity and their multicultural competence
which should help them better adapt to their future professional life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a articulate the social systems and the characteristics of persuasive
communication in the Greater China region
b articulate the media systems and characteristics that are relevant
to media relations management in the region
c evaluate the appropriateness and effectiveness of the language for
persuasion in the region based on their acquired knowledge of the
communicative norms and variations within the region
d plan design and produce integrated materials for public
communication campaigns and managing publicity for the
corporation
e broaden outlooks with enhanced knowledge and understanding of
the linkages and differences in the Greater China region
f enhance biliteracy and trilingualism with heightened awareness
and performance in using different Chinese varieties and styles in
relation to the context of the region
Subject
Synopsis
Indicative
Syllabus
1 The emergence of the concept Greater China and its constituents
2 Governmental policies and practice of communications in Greater
China
3 Public opinions and corporate image management in Greater
China
4 External corporate communications in Greater China
interpersonal dimension
5 External corporate communications in Greater China media
systems and practice
92
Teaching
Learning
Methodology
In addition to attending lectures and tutorials students are provided with
tasks that require survey evaluation and comparison as well as practice
of various forms of corporate communication and of managing
interpersonal and media relations for the corporation in the region
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation
oral quiz 20
2 Problem set 40
3 Quiz 20
4 Participation
tutorial 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The presentation oral quiz allows the students to demonstrate their
understanding of lecture content and provides them with an opportunity
to deal with a special topic within the subject in depth The problem set
will involve applying the conceptual resources learned from the subject
to 1) critically evaluate and justify the suitability of persuasive
communication(s) in Greater China 2) critique the existing approaches
and construct an alternative model for persuasive communication in the
region andor 3) plan and design materials for effective public
communication campaigns in the region While the quiz assesses the
studentsrsquo grip of the subject matter of a general nature the students are
also encouraged to participate actively in class by discussing with their
fellow classmates in the QampA session after the presentation oral quiz
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and Discussion 35 Hrs
Writing and Problem-solving Tasks 35 Hrs
Total student study effort 109 Hrs
93
Reading List
and
References
Lu Xing Wenshan Jia and D Ray Heisey (ed) 2002 Chinese
Communication Studies Contexts and Comparisons Westport CT Ablex
Publishing
Miller Dan P amp Robert L Heath 2004 Responding to Crisis A Rhetorical
Approach to Crisis Communication Mahwah NJ Lawrence Erlbaum
Associates Publishers
Magala Slawomir (ed) 2005 Cross-cultural Competence London
Routledge
McPhail Tomas L 2006 Global Communication Theories Stakeholders
and Trends Malden MA Blackwell Publishing
Rawnsley Gary D and Ming-Yeh T Rawnsley (ed) 2003 Political
Communications in Greater China New York RoutledgeCurzon
Stiff James B and Paul A Mongeau 2003 Persuasive Communication
New York The Guiford Press
Wu Doreen D (ed) (2008) Discourses of Cultural China in the
Globalising Age Hong Kong Hong Kong University Press
Yu Bin (ed) 1996 Dynamics and Dilemma Mainland Taiwan and Hong
Kong in a Changing World New York Nova Science Publishers
陳國明主編 2004《中華傳播理論與原則》五南圖書出版股份有限
公司
胡泳ldquo在互聯網上營造公共領域rdquo《現代傳播》2010 年第 1 期
单业才编著 2007 《企业危机管理与媒体应对》北京 清華大學出
版社
林景新著 2009《网络危机管理》廣州暨南大學出版社
劉建明 2006 《新聞發布概論》北京 清華大學出版社
張海洋 2006《中國的多元文化與中國人的認同》民族出版社
翟學偉 1994 《面子 人情 關係網》河南人民出版社
翟学伟 2011 《中国人的脸面观 形式主义的心理动因与社会表
征》 北京大学出版社
朱海松 2010 《网络的破碎化传播传播的不确定性与复杂适应
性》中国市场出版社
單波石義彬劉學 2011《新闻传播学的跨文化转向》上海交通
94
大學出版社
石国亮 2012《新媒体时代公关案例》 研究出版社
黎佩兒 2012《香港傳媒-新聞自由與政治轉變》天地圖書出版
社
The Reading List and References are indicative Relevant reading materials will
be suggested and assigned from time-to-time when they are deemed appropriate
95
Subject Code SPD4566
Subject Title Consecutive Interpreting
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Pre-requisite SPD3262 Interpreting for the Professions
Objectives
This subject is designed to consolidate the basic interpreting skills
learnt in ldquoSPD3262 Interpreting for the Professionsrdquo and further
develop studentsrsquo interpreting abilities by training them to be able to
undertake consecutive interpreting (CI) tasks on general topics in
the workplace In this subject students will learn some essential CI
skills such as active listening note-taking and oral presentation to
behave professionally in CI Practice will focus on CI tasks on
various topics between Chinese (MandarinCantonese) and English
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a master the basic skills and strategies essential to CI
b recognise the specific requirements of an interpreting task
c make adequate preparation for a CI task
d apply CI to a wide variety of situational uses
e undertake interpreting tasks in the workplace
Subject Synopsis
Indicative Syllabus
1 Basic concepts of interpretation
Functions and features of different types of interpretation
Criteria for good interpretation
Professional ethics and practice
2 Skills for CI
Note-taking skills
Improvisation skills
Public speaking skills
Sight translation skills
TeachingLearning
Methodology
Classes will be conducted in a language laboratory in an interactive
mode Speech recordings on current affairs will be used in classes as
training materials to keep students updated on latest events to
widen their vocabulary and to enrich their repertoire of expressions
In addition audio and video recordings of professional interpreters
will be shown in order to expose learners to different interpreting
styles Students will also be asked to research on interpreting
assignments that cover a variety of topics on current local and
international issues Through class discussion students are guided to
develop self-evaluation and peer-evaluation skills
96
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Class
participation and
performance
10
2 Mid-term quiz 30
3 After-class
practice 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject adopts formative assessment method Specifically
students will be assessed through a series of quizzes in the course of
learning These quizzes will be conducted at different learning
stages to assess studentsrsquo performance under pressure and to
evaluate studentsrsquo progress of learning CI from Chinese (mainly
Cantonese) to English and English to Chinese (mainly Cantonese)
will carry equal weighting in the assessment
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises outside
class 39 Hrs
Reading lecture notes and doing interpreting
assignments 39 Hrs
Total student study effort 117 Hrs
Reading List and
References
Gentile Adolfo Uldis Ozolins amp Mary Vasilakakos 1996 Liaison
Interpreting A Handbook Melbourne Melbourne University Press
Gillies Andrew 2005 Note-taking for Consecutive Interpreting A
Short Course Manchester St Jerome Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
97
Subject Code SPD4568
Subject Title Translation for Business and Commerce
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to train students in the practice of translation for
business and commerce Students will be introduced to basic concepts
and principles relating to business and commercial translation
Through a variety of hands-on tasks students will acquire and apply
specific strategies and techniques to tackle translational problems in
various types of business and commercial texts Students will also
learn to think critically about ethical issues that professional
translators face in the industry
Intended Learning
Outcomes
At the end of the course students should be able to
a Reflect critically on basic concepts and principles relating to
business and commercial translation
b Identify specific strategies and techniques in solving
translational problems in business and commercial texts
c Apply the concepts principles strategies and techniques
acquired to the translation of various types of texts in the
business and commercial domain
Subject Synopsis
Indicative
Syllabus
1 the nature and function of business and commercial translation
2 basic concepts and principles
3 translating general business documents strategies and
techniques
4 translating technical financial documents strategies and
techniques
TeachingLearning
Methodology
This subject will be conducted in a highly interactive seminar mode
Lectures will be complemented by hands-on tasks and class
discussions Assignments will be designed to help learners apply the
knowledge acquired in class to practical translation work
98
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Assignment 1 25
2 Assignment 2 25
3 Assignment 3 25
4 Assignment 4 25
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Being a skill-oriented subject assessment is based primarily on
assignments and an end-of-semester class test
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References Brett Michael (2000) How to Read Financial Pages London Random
House
Downes J amp Goodman J E (2006) Barronrsquos Dictionary of Finance
and Investment Terms 7th edition New York Barronrsquos
Downes J amp Goodman J E (2003) Barronrsquos Finance amp Investment
Handbook New York Barronrsquos
周兆祥(2004)《財經翻譯精要》香港商務印書館
李德鳳(2007)《財經金融翻譯》香港香港大學出版社
白雲開 (2001)《21世紀商用中文書信寫作手冊》香港香港城
市大學出版社
張新紅李明 (2011)《商務英語翻譯》北京高等教育出版社
99
陳仕彬 (2003) 《金融翻譯技法》香港中文大學出版社
許建忠 (2003)《工商企業翻譯實務》香港中文大學出版社
方夢之毛忠明 (2008) 《英漢mdash漢英應用翻譯綜合教程》上
海上海外語教育出版社
李長栓 (2012) 《非文學翻譯理論與實踐》北京中國對外翻譯
出版公司
王恩冕 (2005) 《如何翻譯英語報刋經濟文章》北京對外經濟
貿易大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
6
should be planned aligned and carried out Ultimately this enhances coherence and
integration among subjects within the programme
In addition students are encouraged to take more responsibility for their own learning
in an outcome-based curriculum When learning outcomes are stated clearly students
are able to plan their own learning more effectively
102 Programme Structure
1021 The programme of study consists of at least 60 credits All students are also required to
complete a non-credit-bearing Work-Integrated Education component
(a) General University Requirements (GUR) (Minimum 9 credits)
Nature Details Credits
Language and
Communication
Requirements (LCR)
6 credits in English amp
3 credits in Chinese
(Students who have met the equivalent standard
of the undergraduate degree LCR will not be
required to take these credits Individual
students who are required to take LCR subjects
will be advised of the details before programme
commencement)
9
Cluster-Area
Requirements (CAR) One subject
with Chinese Reading amp
Writing Requirements and China Studies
Requirement embedded
One subject with English Reading amp
Writing Requirements embedded
3
3
Service-Learning (SL)
Free elective
Prior to the full implementation of SL
students may take a 3-credit free elective in
lieu of SL
3
The latest information on GUR subjects is available on the Student Portal (wwwspeed-polyueduhkmySPEED)
7
(b) Discipline Specific Requirements (DSR) (51 credits)
Indicative Area Subject Title Level
Compulsory Subjects (9 subjects 3 credits each)
Bilingual Studies SPD3261 Introduction to Bilingual Studies 3
Translation amp Interpreting
SPD3189 Translation for the Workplace 3
SPD3262 Interpreting for the Professions 3
Linguistics SPD3260 Analysis of Modern Chinese 3
SPD3270 Analysis of English 3
Bilingual Communication
SPD3263 Introduction to Bilingual Communication 3
DSLR English SPD4553 English for Chinese Cultural Themes 4
DSLR Chinese SPD4554 Chinese and Bilingual Academic Inquiry 4
Capstone SPD4557 Integrated Study (Bilingual Studies) 4
Elective Subjects^ (any 8 subjects 3 credits each at most 1 subject at Level 3)
English Language
SPD3225 Written English for Professionals 3
SPD3226 Spoken English for Professionals 3
SPD4468 Writing for Marketing and Public Relations Purposes in English
4
Linguistics
SPD4337 English and Chinese in Contrast 4
SPD4556 Languages in Contemporary Societies 4
SPD4564 Classical Chinese for Today 4
Translation amp Interpreting
SPD4346 Translation for the Media 4
SPD4558 Applied Translation Studies 4
SPD4566 Consecutive Interpreting 4
SPD4568 Translation for Business and Commerce 4
Bilingual Communication
SPD4559 Bilingual Communication Workshop 4
SPD4563 Chinese Media in the Bilingual Context 4
SPD4565 Communications in Greater China 4
Discipline-Specific Language Requirement subject
^ Offering of any elective subjects is subject to sufficient enrolment
(c) Work-Integrated Education (WIE) Requirement
WIE is a work-based learning experience which takes place in an organisational
context relevant to a studentrsquos future profession or career or the development of
generic skills that will be valuable in the studentrsquos future career development Going
beyond studying within campus it allows students to learn from the outside world yet
at the same time contribute to the industry and or community
Students of this programme are required to complete 300 hours of WIE during their
study period Relevant work experience accumulated during or after sub-degree studies
8
may be recognised for fulfilment of WIE
Students will be provided with the WIE guidelines and be advised of the procedures
for recognition of prior work experience at programme commencement
1022 Exit Award
Students who have completed the following requirements may apply to exit the
programme of study with an ordinary degree of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) GUR (minimum 9 credits)
(b) DSR
All compulsory subjects except ldquoSPD4557 Integrated Study (Bilingual
Studies)rdquo (24 credits)
Any 4 elective subjects with at least 3 subjects at Level 4 (12 credits)
(c) WIE (non-credit-bearing)
(d) Having a GPA of 20 or above
For details please refer to Section 13112
9
103 Recommended Progression Pattern
All students are required to undertake 5 subjects in each semester without intermission
in order to fulfil the study requirements within the 2-year normal duration of study
They are also required to complete 300 hours of Work-Integrated Education within their
study period
Year amp
Semester
Subject Code and Title Subject
Nature
Year 1
Sem 1
SPD3189 Translation for the Workplace C
SPD3261 Introduction to Bilingual Studies C
SPD3263 Introduction to Bilingual Communication C
SPD4554 Chinese and Bilingual Academic Inquiry C
GUR Subject GUR
Year 1
Sem 2
SPD3260 Analysis of Modern Chinese C
SPD3262 Interpreting for the Professions C
SPD3270 Analysis of English C
SPD4553 English for Chinese Cultural Themes C
GUR Subject GUR
Year 2
Sem 1
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
GUR Subject GUR
Year 2
Sem 2
SPD4557 Integrated Study (Bilingual Studies) C
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
C = Compulsory E = Elective GUR = General University Requirements
Remarks
1) The subject offering schedule is subject to change at the discretion of the School
2) For elective subjects priority in enrolment will be granted to students in that particular year of study
3) Offering of any elective subjects is subject to sufficient enrolment
4) Students who are required to take LCR subject(s) will be informed of the study schedule separately
These students are advised to consult the Programme Leader on their progression patterns should
they have any concerns on their study load taking into consideration the LCR subject(s) they are
required to take
10
104 Curriculum Mapping
Below is a mapping of subjects of the Bachelor of Arts (Honours) in Bilingual Studies
with reference to the programme intended learning outcomes The mapping focuses
on how each of the programme outcomes is introduced reinforced and assessed
Subject Code Subject Title Programme Intended Learning Outcomes
(a) (b) (c) (d) (e) (f) (g)
Co
mp
uls
ory
Su
bje
cts
SPD3189 Translation for the Workplace I A R A I A
SPD3260 Analysis of Modern Chinese I A R A I A
SPD3261 Introduction to Bilingual Studies I A I A I A
SPD3262 Interpreting for the Professions I A R A I A
SPD3263 Introduction to Bilingual
Communication I A I A
SPD3270 Analysis of English R A R A
SPD4553 English for Chinese Cultural
Themes R A R A
SPD4554 Chinese and Bilingual Academic
Inquiry I A R A R A I A
SPD4557 Integrated Study (Bilingual
Studies) R A R A R A R A R A R A R A
Ele
ctiv
e S
ub
ject
s
SPD3225 Written English for Professionals R A R A
SPD3226 Spoken English for Professionals R A R A
SPD4337 English and Chinese in Contrast R A R A R A
SPD4346 Translation for the Media R A R A R A
SPD4468
Writing for Marketing and
Public Relations Purposes in
English
R A R A R A
SPD4556 Languages in Contemporary
Societies R A R A I A R A
SPD4558 Applied Translation Studies R A R A R A R A
SPD4559 Bilingual Communication
Workshop R A R A
SPD4563 Chinese Media in the Bilingual
Context R A R A R A
SPD4564 Classical Chinese for Today R A R A R A
SPD4565 Communications in Greater
China R A R A
SPD4566 Consecutive Interpreting R A R A R A
SPD4568 Translation for Business and
Commerce RA R A R A
Introduced (I) That the learning leading to the particular intended outcome is introduced in that subject Reinforced (R) That the learning leading to the particular intended outcome is reinforced in that subject Assessed (A) That the learning leading to the particular intended outcome is assessed in that subject
11
11 MEDIUM OF INSTRUCTION
The medium of instruction is English and Chinese (Cantonese and Putonghua when
spoken)
12 TEACHING AND LEARNING METHODS
The teaching learning philosophy underlying this programme is based on a holistic
diversified and flexible approach teaching students how to learn instead of what to
memorise and equipping them with the requisite skills required of a ldquolifelongrdquo learner
On the whole various teaching and learning strategies are adopted which are geared
to the needs and characteristics of the students
The teaching and learning activities are organised coherently according to the
programme learning outcomes subject nature the particular subject topics level of
difficulty and the integration among other components and subjects of the programme
A variety of teaching and learning methods will be used
The main form of teaching is through the use of interactive lectures supplemented
with tutorial exercises (such as case studies projects and presentations) and various
kinds of audio-visual aids Students also have the chance to gain exposure to
experiential learning self-directed learning case-based learning and problem-based
learning
Web-based teaching is another characteristic of the subjects of this programme It is
used to complement face-to-face teaching not only for encouraging studentsrsquo active
participation but also to encourage them to make use of websites for information
collection
To facilitate learning the subject lecturers not only play the role of introducing new
concepts imparting knowledge but also act as facilitators to encourage students to
share their ideas and experience through class discussion case study oral presentation
and group activities
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment
Assessment of learning and assessment for learning are both important for assuring the
quality of student learning Assessment of learning is to evaluate whether students have
achieved the intended learning outcomes of the subjects that they have taken and have
attained the overall learning outcomes of the programme at the end of their study at a
standard appropriate to the award Appropriate methods of assessment that align with
the intended learning outcomes are designed for this purpose The assessment methods
will also enable the teacher to differentiate studentsrsquo different levels of performance
within the subject Assessment for learning is to engage students in productive learning
activities through purposefully designed assessment tasks
12
Assessment will also serve as feedback to students The assessment criteria and
standards should be made explicit to students before the start of the assessment to
facilitate student learning and feedback provided should link to the criteria and
standards Timely feedback will be provided to students so that they are aware of their
progress and attainment for the purpose of improvement
132 Assessment Methods
Studentsrsquo performance in a subject is assessed by continuous assessment and or
examinations as deemed appropriate Where both methods are used the weighting of
each in the overall subject grade has been clearly stated in Section Two of this
document
To pass a subject a student must obtain a pass grade in both continuous assessment
AND examination if any Continuous assessment may include tests assignments
projects presentations and other forms of classroom participation depending on the
subject area Assignments which involve group work will nevertheless include some
individual components therein The contribution made by each student in continuous
assessment involving group effort shall be determined and assessed separately and
this can result in different grades being awarded to students in the same group
At the beginning of each semester the subject lecturer will inform students of the
details of the methods of assessments to be used within the assessment framework as
specified in this document
13
133 Grading
Assessment grades shall be awarded on a criterion-referenced basis A studentrsquos
overall performance in a subject shall be graded as follows
Subject
Grade
Grade
Point
Short
Description
Elaboration on subject grading description
A+ 45 Exceptionally
Outstanding
The studentrsquos work is exceptionally
outstanding It exceeds the intended subject
learning outcomes in all regards A 4 Outstanding The studentrsquos work is outstanding It exceeds
the intended subject learning outcomes in
nearly all regards
B+ 35 Very Good The studentrsquos work is very good It exceeds
the intended subject learning outcomes in most
regards B 3 Good The studentrsquos work is good It exceeds the
intended subject learning outcomes in some
regards
C+ 25 Wholly
Satisfactory
The studentrsquos work is wholly satisfactory It
fully meets the intended subject learning
outcomes C 2 Satisfactory The studentrsquos work is satisfactory It largely
meets the intended subject learning outcomes
D+ 15 Barely
Satisfactory
The studentrsquos work is barely satisfactory It
marginally meets the intended subject learning
outcomes D 1 Barely
Adequate
The studentrsquos work is barely adequate It
meets the intended subject learning outcomes
only in some regards
F 0 Inadequate The studentrsquos work is inadequate It fails to
meet many of the intended subject learning
outcomes
lsquoFrsquo is a subject failure grade whilst all others (lsquoDrsquo to lsquoA+rsquo) are subject pass grades
No credit will be earned if a subject is failed
14
134 Grade Point Average
There are different types of Grade Point Average (GPA) as described below All of
them are capped at 40
1341 GPA (cumulative GPA)
Cumulative GPA is computed as follows
GPA =
n
n
ValueCredit Subject
ValueCredit Subject Point x GradeSubject
Where n = Number of all subjects (inclusive of failed subjects) taken by the student up to
and including the latest semester term For subjects which have been retaken
only the grade point obtained in the final attempt will be included in the GPA
calculation
In addition the following subjects will be excluded from the GPA calculation
(i) Exempted subjects
(ii) Ungraded subjects
(iii) Incomplete subjects
(iv) Subjects for which credit transfer has been approved but without any grade
assigned3
(v) Subjects from which a student has been allowed to withdraw (ie those with the
code lsquoWrsquo)
A student who is absent from an examination will be given a fail grade the respective
subject will be included in the GPA calculation and will be counted as ldquozerordquo grade
point GPA is thus the unweighted cumulative average calculated for a student for all
relevant subjects taken from the start of the programme to a particular point of time
GPA is an indicator of overall performance
1342 Semester GPA
Calculation of Semester GPA is similar to the rules for GPA as described above
except that only subjects taken in that semester including retaken subjects will be
included This Semester GPA will be used to determine studentsrsquo eligibility to
progress to the next semester alongside with the cumulative GPA However the
Semester GPA calculated for the Summer Term will not be used for this purpose
unless the Summer Term study is mandatory for all students of the programme
concerned and constitutes part of the graduation requirements
3 Subjects taken in PolyU or elsewhere and with grades assigned and for which credit transfer has
been approved will be included in the GPA calculation
15
1343 Weighted GPA
Along with the cumulative GPA a Weighted GPA will also be calculated to give an
indication to the Board of Examiners on the award classification which a student will
likely get if he she makes steady progress on his her academic studies
Weighted GPA will be computed as follows
n
n
i
i
W ValueCredit Subject
W ValueCredit Subject Point GradeSubject
GPA Weighted
where Wi = Weighting to be assigned according to the level of the subject
n = Number of all subjects counted in GPA calculation as set out in 1341
above except those subjects outside the programme curriculum GUR
subjects will be included
For calculating the Weighted GPA (and Award GPA) to determine the award
classification of students who satisfy the graduation requirements a standard
weighting will be applied to all subjects of the same level with a weighting of 2 for
Level 1 and 2 subjects and a weighting of 3 for Level 3 and 4 subjects This is also
applicable to the classification of ordinary degree exit award
1344 Award GPA
When a student has satisfied the requirements for award an Award GPA will be
calculated to determine his her award classification
If the student has not taken more subjects than required the Award GPA will be the
same as the Weighted GPA
Any subjects passed after the graduation requirement has been met or subjects taken
on top of the prescribed credit requirements for award shall not be taken into account
in the Award GPA However if a student attempts more elective subjects (or optional
subjects) than those required for graduation in or before the semester in which he she
becomes eligible for award the elective subjects (or optional subjects) with a higher
grade contribution shall be included in the Award GPA (ie the excessive subjects
attempted with a lower grade contribution including failed subjects will be
excluded)
135 Role of Subject Assessment Review Panel
Subject Assessment Review Panel (SARP) is responsible for monitoring the academic
standard and quality of subjects and ratifying subject results SARP will review the
distribution of grades within a subject and finalise the grades at the end of each
semester before submission to the Board of Examiners (BoE) The BoE will not
attempt to change the grades SARP is also responsible for deciding the granting of
late assessment to students and the form of late assessment
16
SARP shall include the Director of SPEED or his her delegate the relevant subject
examiners and where appropriate the Programme Leader
136 Role of Board of Examiners
The Board of Examiners (BoE) shall meet at the end of each semester to review
studentsrsquo progress and is responsible to the College Board of the College of
Professional and Continuing Education (CPCE) for making decision on
(a) the classification of awards to be granted to each student on completion of the
programme
(b) de-registration cases and
(c) cases with extenuating circumstances
The BoErsquos membership should be composed of staff members associated with the
programme and some senior members The Chairman will normally be the Director of
SPEED
137 Academic Probation
If the cumulative GPA of a student is below 20 he she will be put on academic
probation in the following semester Once a student is able to pull his her cumulative
GPA up to 20 or above at the end of the semester the status of ldquoacademic probationrdquo
will be lifted The status of ldquoacademic probationrdquo will be reflected in the assessment
result notification but not in the transcript of studies
A student on academic probation will be required to take a reduced study load To
help improve the academic performance of the student the School will decide the
maximum number of credits to be taken by him her in the probation semester
138 Progression and De-registration
A student will have ldquoprogressingrdquo status unless he she falls within the following
categories any one of which shall be regarded as grounds for de-registration from the
programme
(a) the student has exceeded the maximum period of registration for the programme
as specified in this document or
(b) the studentrsquos cumulative GPA is lower than 20 for two consecutive semesters
and his her semester GPA in the second semester is also lower than 20 or
(c) the studentrsquos cumulative GPA is lower than 20 for three consecutive semesters
When a student falls within the categories as stipulated above the BoE shall de-
register the student from the programme without exception
Notwithstanding the above the BoE has the discretion to de-register a student with
extremely poor academic performance before the time frame specified in categories (b)
17
and (c) above if it is deemed that there is not much of a chance for the student to
attain a GPA of 20 at the end of the programme
139 Late Assessment
A student who has been absent from an examination or other assessment because of
illness injury or other unforeseeable reasons may apply to sit a late assessment
Permission is subject to the approval of SARP as late assessment is not an automatic
entitlement Should a late assessment be granted the actual grade attained will be
awarded
Late assessment for subjects normally shall take place before the commencement of
the following academic year (except for Summer Term which may take place within
3 weeks after the finalisation of Summer Term results) Depending on the decision of
SARP late assessment may be arranged during the examination period of the
following semester term
Except with special approval students who have not yet completed the late
assessment for a subject which is the pre-requisite of another subject will not be
allowed to take the follow-on subject
1310 Retaking of Subjects
No re-assessment will be granted for students in all circumstances Students who
have failed a subject are required to retake the subject if it is compulsory for the
programme If the failed subject is an elective students may choose to retake the
subject or take another elective within the programme as replacement Retaking of
failed subjects or taking replacement subjects should be completed within the
maximum period of registration
Students may retake any subject (except GUR subjects which have been passed) for
the purpose of improving their grade without having to seek approval but they must
retake a compulsory subject which they have failed ie obtained an F grade Retaking
of subjects is with the condition that the maximum study load of 21 credits per
semester is not exceeded Students wishing to retake passed subjects will be accorded
a lower priority than those who are required to retake (due to failure in a compulsory
subject) and can only do so if places are available
The number of retakes of a subject is not restricted Only the grade obtained in the
final attempt of retaking (even if the retake grade is lower than the original grade for
originally passed subject) will be included in the calculation of the GPA Weighted
GPA and Award GPA If students have passed a subject but failed after retake credits
accumulated for passing the subject in a previous attempt will remain valid for
satisfying the credit requirement for award (The grades obtained in previous attempts
will only be reflected in the transcript of studies)
In cases where a student takes another subject to replace a failed elective subject the
fail grade will be taken into account in the calculation of the GPA despite the passing
of the replacement subject
18
1311 Eligibility for Award
13111 Honours Degree Award
Students will be eligible for the PolyU-SPEED award of ldquoBachelor of Arts (Honours)
in Bilingual Studiesrdquo if they satisfy the conditions listed below
(a) Successful completion of at least 60 credits including GUR and DSR as
specified under Section 1021 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1021 (c) and
(c) Having a GPA of 20 or above
Students are required to graduate as soon as they satisfy the respective conditions for
the award
13112 Ordinary Degree Award
Students who have fulfilled the following requirements may apply to exit the
programme with an ordinary degree award of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) Successful completion of at least 45 credits including GUR and DSR as
specified under Section 1022 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1022 (c) and
(c) Having a GPA of 20 or above
Applications for exit award should be submitted in writing to the School before the
start of the examination period of the semester concerned The School reserves the
right not to consider late application in the respective semester
To be eligible for the granting of the exit award students will be required to quit the
honours degree programme of study Re-admission of students who have obtained the
exit award to the same programme of study is not automatic and will be considered
only under exceptional circumstances
1312 Guidelines for Award Classification
13121 Honours Degree Award Classification
This section is applicable to students who have fulfilled the requirements for
Honours Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
19
Classification Guidelines
1st Class
Honours
The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered by
the programme
2nd Class
Honours
(Division 1)
The student has reached a standard of performance attainment
which is more than satisfactory but less than outstanding
2nd Class
Honours
(Division 2)
The student has reached a standard of performance attainment
judged to be satisfactory and clearly higher than the ldquoessential
minimumrdquo required for graduation
3rd Class
Honours
The student has attained the ldquoessential minimumrdquo required for
graduation at a standard ranging from just adequate to just
satisfactory
Under exceptional circumstances a student who has completed an Honours degree
programme but has not attained Honours standard may be awarded a Pass-without-
Honours degree A Pass-without-Honours degree award will be recommended
when the student has demonstrated a level of final attainment which is below the
ldquoessential minimumrdquo required for graduation with Honours from the programme in
question but when he she has nonetheless covered the prescribed work of the
programme in an adequate fashion while failing to show sufficient evidence of the
intellectual calibre expected of Honours Degree graduates A Pass-without-Honours
is an unclassified award but the award parchment will not include this specification
13122 Ordinary Degree Award Classification
This section is applicable to students who have fulfilled the exit award requirements
and are allowed to exit the programme of study for Ordinary Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
Classification Guidelines
Distinction The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered
by the programme
Credit The student has reached a standard of performance
attainment which is more than satisfactory but less than
outstanding
Pass The student has reached a standard of performance
attainment ranging from just adequate to satisfactory
20
1313 Appeals against Assessment Results
A student may appeal against the assessment results within 7 working days upon the
announcement of the results Any appeal should be directed to the Director of
SPEED in writing
Appeal against subject results may lead to a change in the subject grade which may
go upward or downward
1314 Academic Dishonesty and Disciplinary Actions
13141 For students who have been awarded a failure grade as a result of disciplinary action
a remark lsquorsquo will be recorded against the concerned subject failure grade denoting
ldquoDisqualification of result due to academic dishonestyrdquo The remark will appear on
the assessment result notification and transcript of studies until the students leave
the School
The remark will normally cover the following misconduct cases
cheating in assessment work tests or examinations
aiding academic dishonesty
plagiarism
violating rules governing the conduct of examinations that are related to possible
cheating
Students who have been recorded with the remark will also be subject to the penalty
of the lowering of award classification by one level upon graduation The minimum
of downgraded overall result will be kept at a pass
13142 Students who have committed disciplinary offences (covering both academic and
non-academic related matters) will be put on ldquodisciplinary probationrdquo normally for
one year and this will be shown on assessment result notification transcript of
studies and testimonial during the probation period until their leaving the School
For special cases which warrant heavier penalty the CPCE Student Discipline
Committee may specify a longer probation period
Students who have been put on disciplinary probation will be deprived of certain
privileges
13143 Other penalties may also be imposed on students who have committed academic
dishonesty and or disciplinary offences Details are specified on the SPEED
Student Handbook
1315 Exceptional Circumstances
Absence from an assessment component
If a student is unable to complete all the assessment components of a subject due to
illness or other circumstances beyond his her control and considered by the SARP
as legitimate the SARP will determine whether the student will have to complete
21
the assessment and if so by what means
Aegrotat award
If a student is unable to complete the requirements of the programme in question for
the award due to very serious illness or other very special circumstances which are
beyond his her control and considered by the BoE as legitimate CPCE will
determine whether the student will be granted an aegrotat award Aegrotat award
will be granted under very exceptional circumstances
A student who has been offered an aegrotat award shall have the right to opt either
to accept such an award or request to be assessed on another occasion to be
stipulated by the BoE the studentrsquos exercise of this option shall be irrevocable
The acceptance of an aegrotat award by a student shall disqualify him her from any
subsequent assessment for the same award
An aegrotat award shall normally not be classified and the award parchment shall
not state that it is an aegrotat award However the BoE may determine whether the
award should be classified provided that they have adequate information on other
studentsrsquo academic performance
Other particular circumstances
A studentrsquos particular circumstances may influence the procedures for assessment
but not the standard of performance expected in assessment
1316 Other Regulations
Students of the Bachelor of Arts (Honours) in Bilingual Studies are bound by all
other regulations of PolyU PolyU SPEED
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION
Students will be allowed to take additional subjects for broadening purpose in the
semester after they fulfil the graduation requirements However students will still
be subject to the maximum study load of 21 credits per semester and the availability
of places in the subjects concerned and their enrolment will be as subject-based
students only
After a student fulfils the graduation requirements in a semester he she may
continue to enrol as a subject-based student in the following semester only In the
case when the Summer Term is mandatory for all students of a programme students
who have fulfilled the graduation requirements in Semester 2 will be allowed to take
additional subjects in Semester 1 of the following academic year and not necessarily
during the Summer Term These students will be subject-based students only and
cannot use the results of the additional subjects to improve their GPA or Award GPA
Section Two
Subject Description Forms of
Discipline Specific Requirements
Subjects
Information on GUR subjects is available on the Student Portal (wwwspeed-
polyueduhkmySPEED)
22
Subject Code
SPD3189
Subject Title
Translation for the Workplace
Credit Value
3
Level
3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This course aims to equip students with skills in translating different
documents in the workplace from English to Chinese and vice versa
The main purposes are to enable students to understand the
translation theories and skills and be able to apply them in the
translation of workplace texts
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the general translation theories
b identify the formats of different workplace texts and
c apply the translation theories and skills in rendering different
workplace texts
Subject Synopsis
Indicative Syllabus
Translation theories strategies and skills
Translation process Peter Newmarkrsquos Semantic Translation and
Communicative Translation Yan Fursquos translation theories Xin Da
and Ya Formal Equivalence and Functional Equivalence
transliteration literal translation liberal translation addition
omission repetition rearrangement of words and expressions the
importance of context collocation and connotation and translation
of idioms and numbers
Formats of different workplace texts
Formats of different workplace texts such as notices official letters
memos promotional materials and minutes
Application of theories in translating different workplace texts
Translation of the different workplace texts mentioned above and
discussion of good and bad examples
TeachingLearning
Methodology
Lectures should focus on translation theories and skills formats of
workplace texts and application of theories with in-class discussion
and practice
Tutorials are used to discuss studentsrsquo performance in assignments
and group presentations Good and bad examples are shown to
facilitate studentsrsquo understanding of how a document should be
translated
23
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments 20
3 Group assignments 10
4 Class participation 10
Examination 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
吳尚智 顏婉雲 amp 江偉萍 (2005) 中英實務寫作與翻譯手冊 香
港香港城市大學
許建平 (2008) 研究生英語實用翻譯教程 北京 中國人民大學
出版社
References
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版社
李明 張新紅 amp 李克興編 (2003) 商務英語翻譯 英譯漢 北京
高等教育出版社
24
許建忠 (2002) 工商企業翻譯實務 北京 中國對外翻譯出版公
司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
周兆祥 amp 範志偉 (2004) 財經翻譯精要 香港 商務印書館
陸國強 (2013) 漢譯英常用表達式經典慣例 上海 上海外語教
育出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
25
Subject Code
SPD3260
Subject Title Analysis of Modern Chinese
Credit Value 3
Level 3
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help students to synthesise the concepts and
methodology they have accumulated in all the subjects in the
language and communication block in order to describe lexical
items phrases and sentence types of Modern Chinese systematically
Another purpose is to provide students with the necessary analytical
skills to recognise and compare regional varieties of Modern
Chinese especially in written genres Lastly this subject seeks to
enable students to apply the subject knowledge and generic skills
learned in this subject to other subjects on the programme and more
importantly in their future career in terms of both justifying their
understanding and to defend their interpretation of Chinese
sentences
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a apply the concepts of linguistics theories to describing and
analysing the structure meaning and actual usage of Modern
Chinese
b critically identify and evaluate variations in written Chinese
c develop critical and logical thinking through the application of
grammatical analysis of Modern Chinese and
d tackle intellectual problems from multiple perspectives
Subject Synopsis
Indicative Syllabus
1 Overview the formation of Modern Chinese
2 The sound system
3 The writing system(s)
4 Phrases and sentences
5 Words and word classes
6 Nominal structure
7 Subject-predicate structure
8 Verb-object and verb-complement structures
9 Serial verb construction
10 Passive and disposal constructions
11 Subordinative and coordinative structures
12 Regional varieties of Modern Chinese
26
TeachingLearning
Methodology
Lectures are conducted interactively and hands-on exercises are
provided for the students to apply their analytical skills to solving
problems in Chinese grammar All assignments are designed to
provide students with tasks that require the evaluation synthesis and
application of syntactical and morphological concepts and
approaches to the critical analysis and discussion of Chinese
language
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Assignment 30
2 Presentation 10
3 Written report 20
4 Take-home test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed by an assignment a presentation a written
report and a final test The assignment is designed to test the
studentsrsquo ability to apply grammatical concepts to describe evaluate
and analyse Chinese forms and patterns The presentation and the
written report are for students to evaluate the literature critically and
to systematically analyse an issue in Standard Chinese The take-
home test is a summative assessment on important contents of the
subject
Student Study
Effort Expected
Class contact
Lectures 39 Hrs
Other student study effort
Library search 39 Hrs
Reading lecture notes and reference 39 Hrs
Total student study effort 117 Hrs
27
Reading List and
References Recommended Books References
曹煒 2004《現代漢語詞匯研究》北京北京大學出版社
鄧思穎 2010《形式漢語句法學》上海上海教育出版社
符淮青 2011《現代漢語詞彙》香港 商務印書館(香港)有
限公司
葛本儀 2001《現代漢語詞彙學》濟南山東人民出版社
郭銳2002《現代漢語詞類研究》北京商務印書館
胡明揚 1996《詞類問題考察》北京北京語言學院出版社
李家樹陳遠止謝耀基 1999《漢語綜述》香港香港大學
出版社
劉叔新 2005 《漢語描寫詞匯學》(重排本)北京商務印書
館
陸儉明沈陽 2004《漢語和漢語研究十五講》(第二版)北
京北京大學出版社
呂叔湘等著 2010《語法研究入門》(第五版)北京商務印
書館
馬真 1997《簡明實用漢語語法教程》北京北京大學出版
社
人民教育出版社中學語文室 1984《中學教學語法系統提要》
(試用)
邵敬敏主編 2007《現代漢語通論》(第二版)上海上海教
育出版社
邢福義 1998《漢語語法學》長春東北師範大學出版社
邢福義 2001《漢語複句研究》北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
28
Subject
Code
SPD3261
Subject
Title
Introduction to Bilingual Studies
Credit
Value
3
Level 3
Medium of
Instruction
English and Chinese
Pre-
requisite
Co-
requisite
Exclusion
Nil
Objectives
This subject provides an introduction to bilingual studies covering the three
major sub-areas of the programme namely linguistics translation amp
interpreting and bilingual communication It also provides a schema as to
how these three sub-areas work together under the overarching area of
bilingual studies Lastly it puts bilingual studies in the language context of
Chinese and English and the community context of Hong Kong
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a have a general grasp of bilingual studies
b have an understanding of the three sub-areas of bilingual studies
namely linguistics translation amp interpreting and bilingual
communication
c embark on deeper and more concrete studies in the 3 sub-areas
d apply the general principles of bilingual studies to the Chinese-English
context
e apply Chinese-English bilingual studies to Hong Kong and
linguistically similar communities
Subject
Synopsis
Indicative
Syllabus
1 Language
a What is language
b Analysing Language
c Language in Society
d Languages in the World
2 Bilingualism in linguistics and beyond
a Bilinguality
b Societal bilingualism
c Bilingualism and biculturalism
3 Translation and interpreting
a Bridging two worlds
b Translation
c Interpreting
4 Bilingual communication
a Language switch by a bilingual
29
b Language choice in a bilingual community
c Relation between two language varieties
5 Chinese-English bilingual studies
a English as a world language
b Varieties of Chinese
c Hong Kong as an arena
Teaching
Learning
Methodolo
gy
In addition to face-to-face lectures and small group tutorials online
discussions (via Moodle E-learning System) and other computer-assisted
teaching methods will also be used with the help of multimedia (audio and
video) teaching materials Assignments closely related to the real-life use of
language will be given to help student solve language problems
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Take-home
exercises 5
2 Test 1 40
3 Test 2 40
4 Group
project 15
Total 100
Continuous assessment items andor weighting may be adjusted by the subject lecturer
subject to the approval of the School Programme Committee
Two tests will be administered during the semester which will aim to test
the studentsrsquo mastery of basic linguistic knowledge and problem solving
skills In addition students will also be required to conduct research in
groups on a certain linguistic topic in order to further their understanding of
the subject knowledge
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Reading and on-line study 58 Hrs
Preparing for tests 20 Hrs
Group project 10 Hrs
Total student study effort 127 Hrs
30
Reading
List and
References
Recommended Book Reference
For part (a)
Fromkin V Rodman R and Hyams N (2013) An Introduction to
Language (10th ed) Boston WadsworthCengage Learning
For other parts
Relevant reading materials will be suggested and assigned from time-to-time
when they are deemed appropriate
31
Subject Code SPD3262
Subject Title Interpreting for the Professions
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to train students to undertake simple
interpreting tasks This subject aims to help students build a
foundation for the development of essential skills in interpreting
between English and Chinese and vice versa It also uses ample
examples to familiarise students with the principles recurrent issues
and difficulties in interpreting guiding them along from an
introduction to fundamental communication issues in interpreting
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a distinguish the differences between translation and interpreting
b analyse and paraphrase the meaning in the source language
c acquire the skills of active listening and concentration
d acquire fundamental techniques and strategies essential to
interpreting and
e be able to perform interpreting tasks on topics from general areas
Subject Synopsis
Indicative
Syllabus
1 Orientation
- interpreting vs translation
- development of interpreting
- functions and features of different forms of interpreting
- quality assessment of interpreting
2 Codes of ethics
- fidelity
- confidentiality
- impartiality
3 Fundamental skills for interpreting
- active listening
- memory retention
- comprehension
- paraphrasing
- delivery
4 Drills of interpreting
- sight translation
- liaison interpreting
- short consecutive interpreting
32
TeachingLearning
Methodology
The subject will be delivered on a step-by-step basis Trainings on
fundamental skills of interpreting such as listening memorising
paraphrasing and delivering will be given to students at different
learning stages depending on the progress of students Given the
skill-based nature of the subject students will undertake in classes a
number of exercises that are designed to train specific interpreting
skills usually after teacherrsquos demonstration Peer evaluation and self
critiques will be used in order to take learners further into the
concepts skills and techniques
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Quiz-1 10
2 Mid-term quiz 30
3 Quiz-2 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Assessments are conducted regularly on a progressive manner
Assessment criteria include accuracy of delivery cohesion of
delivery intelligibility of delivery clarity of delivery and class
participation
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises
outside class 39 Hrs
Reading lecture notes and doing
interpreting assignments 39 Hrs
Total student study effort 117 Hrs
33
Reading List and
References Recommended Books References
Gile Daniel (2009) Basic Concepts and Models for Interpreter and
Translator Training John Benjamins Publishing Company
Jones Roderick (1998) Conference Interpreting Explained
Manchester St Jerome Publishing
Mason Ian (1999) Dialogue Interpreting Ian Mason St Jerome
Publishing
周兆祥 (1999)《口譯的理論與實踐》商務印書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
34
Subject Code SPD3263
Subject Title Introduction to Bilingual Communication
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
In Hong Kong it is a common practice especially in the corporate world
that the same message has to be presented in the appropriate language to
readers andor audiences who are either Chinese monoglots or English
monoglots or Chinese-English bilinguals This mode of communication
is not a form of translation and interpretation because it does not involve
a source message Besides communicative norms vary across languages
and between monolingual and multilingual contexts In this age of
globalisation where corporate functions are often done in more than one
language and involve personnel from more than one culture bilingual
communication could be a key to success in the corporate world This
subject together with SPD4559 attempt to prepare students for this
mode of communication in the workplace Specifically the focus of this
subject is to develop in students a grip on the conceptual resources
related to bilingual communicative norms and the conduct and content of
bilingual communication especially its integrated form
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a come to grips with the norms and principles of conducting
language-mediated communication in an age of globalisation
multilingualism and multiculturalism
b develop a communicative sense concerning when and where
monolingual norms or bilingual norms be used
c have a general idea about linguistic varieties and how this concept
relates to bilingual communication in corporate contexts
d the impact of the global spread of bilingualism and globalisation on
corporate communication
e how the emergence of bilingual varieties of communication relate to
the aforementioned developments
35
Subject
Synopsis
Indicative
Syllabus
1 conceptual resources underpinning an understanding of bilingual amp
cross-cultural communication
2 conduct amp content of bilingual communication
3 code choice in corporate communication in multilingual
metropolises
4 cross-lingual variation in communicative norms
5 bilingual mode of oral amp written communications in the private
sector
Teaching
Learning
Methodology
Matter that provides a conceptual grounding for the subject will be
delivered in a number of lectures Attempts to develop studentsrsquo grip of
these concepts will be made via in-class exercises
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks~
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 In-class written
exercises 25
2 In-class oral
exercises 25
3 Quiz 20
4 Subject report 20
5 Attendance amp
participation 10 NA
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Practices and Exercises 35 Hrs
Reading and Writing 35 Hrs
36
Total student study effort 109 Hrs
37
Reading List
and References Recommended (Introductory)
Bilbow G T (1996) Business speaking for Hong Kong Hong Kong
Longman Asia Ltd
Coastal Training Technologies Corporation (2002) Communications
intelligence Business etiquette Carlsbad CA CRM Learning
Luke K K amp Theodossia-Soula P (Eds) (2002) Eds Telephone
calls Unity and diversity in conversational structure across languages
and cultures Amsterdam J Benjamins
Marconi J (2004) Public relations The complete guide Singapore
Thomson
Schultz M Hatch M J amp Larsen M H (Eds) (2000) The
expressive organisation Linking identity reputation amp the corporate
brand Oxford Oxford University Press
Scholte J A (2000) Globalisation A critical introduction
Basingstoke Macmillan
Recommended (Advanced)
Gudykunst W B (2004) Bridging differences Effective intergroup
communication (4th
ed) Thousand Oaks California Sage Publications
Hofstede G (2001) Cultures consequences Comparing values
behaviors institutions and organisations across nations (2nd
ed)
Thousand Oaks California Sage Publications
Hofstede G Hofstede G J amp Minkov M (2010) Cultures and
organisations Software of the mind (3rd
ed) New York McGraw-Hill
References
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
中文資料
中國社科院語言研究所詞典編輯室 (2012) 現代漢語詞典 香港商
務印書館(香港)有限公司
中國社會科學院語言研究所 (2011) 新華字典 北京 商務印書館
吳光華主編 (2003) 新漢英辭典 上海 上海交通大学出版社
徐斌主編 (2003) 現代應用文寫作全書 西安 三秦出版社
張立民等編 (1994) 英漢對照應用文大全 南京 江蘇科學技術出版
社
楊正寬 (2002) 應用文 臺北 楊智文化事業股份有限公司
38
劉俊平 (2014) 應用文實戰手冊 先修班 臺北 三民書局股份有限
公司
蔣磊 (2000) 英汉習語的文化觀照与對比 荊州 武汉大学出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
39
Subject Code SPD3270
Subject Title Analysis of English
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject has the aim of acquainting the students with the structural
properties of the English language in a systematic way Context-related
properties will also be discussed so as to enable students to understand
the internal structures of the language through its use in real life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a demonstrate understanding of the basic structures of English and
their formation processes
b demonstrate that they grasp the basic techniques in segmenting and
representing the major structural patterns in English
c generalise and apply such knowledge and skills to the analysis of
newly-encountered English data
d develop critical and logical thinking
Subject
Synopsis
Indicative
Syllabus
1 Lexical Aspects
- Words and lexemes word categories
- Analysing English words base stem root affix morpheme and
its realisations inflection and derivation
- Word formation processes in English
2 Sentential Aspects
- Categories and structures of sentences clauses and phrases
- Phrases and their main characteristics head and dependents NP
DP AdjP AdvP PP VP
- Inflectional forms of verbs tense aspect mood
- Canonical and non-canonical clauses subject predicate
predicator object complement adjunct
- Sentence patterns and their graphic representations
Teaching
Learning
Methodology
This subject diverges from traditional approaches because it adopts a
data-driven context-oriented perspective in analysing the structural
properties of English
40
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Test-1 20
2 Test-2 20
3 Test-3 20
4 Final test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed through four tests which will assess the studentsrsquo
understanding of the grammatical theories taught and their ability to
apply such knowledge to the analysis of authentic English data
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 80 Hrs
Total student study effort 119 Hrs
Reading List
and References
Main Textbook
Huddleston Rodney and Geoffrey K Pullum (2005) A Students
Introduction to English Grammar Cambridge University Press
References for Further Study
Burridge Kate and Jean Mulder (1998) English in Australia and New
Zealand Oxford University Press
Carter Ronald Rebecca Hughes and Michael McCarthy (2000)
Exploring Grammar in Context Cambridge University Press
Coates Richard (1999) Word Structure Routledge
Gelderen Elly van (2010) An introduction to the grammar of English
41
John Benjamins Publishing Company
Leech Geoffrey and Jan Svartvik (2002) A Communicative Grammar of
English [The Third Edition] Longman
McCrum Robert William Cran and Robert MacNeil (2003) The Story
of English [The Third Edition] Penguin Books
Tallerman Maggie (2015) Understanding Syntax [The Fourth Edition]
New York RoutledgeTaylor amp Francis Group
Yule George (1998) Explaining English Grammar Oxford University
Press
陸國強 (1999)《現代英語詞彙學 ( 新版 )》 [Modern English
Lexicology the Revised Edition]上海外語教育出版社
章振邦 (1997) 《新編英語語法》(A New English Grammar) 上海外
語教育出版社第三版
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
42
Subject Code SPD4553
Subject Title English for Chinese Cultural Themes
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives To fulfil the English part of the Discipline-Specific Language
Requirement (DSLR) of the University by brushing up the use of
English for Chinese cultural themes
Intended Learning
Outcomes
Students are expected to be able to
a explain key features of Chinese culture in English
b use English as an effective tool for communication on various
Chinese cultural themes (eg traditional Chinese art literature
and philosophy)
c have an informed understanding of such communication
Subject Synopsis
Indicative
Syllabus
1 Principles for expressing in English Chinese culture loaded ideas
11 Fidelity vs recipient-friendliness
12 Means of re-presentation
121 Paraphrase
122 Annotation
123 Interpretation
124 Translation
125 Other means
2 Romanisation for Chinese and its pronunciation in English
21 Wade-Giles transliteration system
22 Mandarin Romanisation
23 Cantonese Romanisation
24 Pronunciation in English
3 Chinese-English glossaries in select areas
31 Chinese philology
32 Chinese society and politics
33 Chinese art and literature
34 Chinese religion
35 Chinese philosophy
36 Other areas
4 Essay-writing in the above select areas
43
TeachingLearning
Methodology
The subject will be conducted in highly interactive seminars so that
major Chinese issues and cross-cultural issues will be sufficiently
addressed In order to well expound the essential principles of the
subject (eg paraphrase interpretation annotation etc) case studies
and hands-on work will be supplemented under guidance of the
teacher whereas the assignments and in-class tests are designed to
encourage studentsrsquo active participation as well as to help develop
their critical thinking and writing ability
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Oral presentation 20
2 Essay writing
35
3 Attendance amp
class
participation
5
4 In-class tests 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 78 Hrs
Total student study effort 117 Hrs
Reading List and
References Main Readings
Chao YR 1969 ldquoDimension of Fidelity in Translation With Special
Reference to Chineserdquo Harvard Journal of Asiatic Studies 29 109-
130
Chao YR 1956 ldquoChinese Terms of Addressrdquo Linguistic Society of
America 32 (1) 217-241
Deeney John J 1995 ldquoTranscription Romanisation
Transliterationrdquo in Chan Sin-wai amp David E Pollard eds An
44
Encyclopedia of Translation Hong Kong Chinese University Press
1085-1107
Jin Di amp Nida Eugene 1984 On Translation Beijing China
Translation amp Publishing Corporation
Zhang Longxi 2010 ldquoThe Complexity of Differences Individual
Cultural and Cross-Culturalrdquo Interdisciplinary Science Reviews
35(3-4) 341-252
References for Further Study
Chan Wing-tsit 1973 A Source Book in Chinese Philosophy (4th
printing) Princeton Princeton University Press
Hodge B amp Kam Louie 1998 The Politics of Chinese Language
and Culture The Art of Reading Dragons New YorkLondon
Routledge
Introductions to Chinese Culture (30 vols) Cambridge amp New York
Cambridge University Press 2011
Kung-chuan Hsiao 1979 A History of Chinese Political Thought
New Jersey Princeton University Press
Quick References
DeFrancis John 2000 ABC Chinese-English Comprehensive
Dictionary Honolulu University of Hawaii Press
Hucker Charles O 1985 A Dictionary of Official Titles in Imperial
China Stanford Calif Stanford University Press
Kleeman Julie amp Yu Harry 2010 Oxford Chinese Dictionary
Oxford Oxford University Press
Journals
China Quarterly
China Journal
Early China
Journal of Chinese Religions
Journal of Chinese Studies
Modern China
Philosophy East amp West
Trsquooung Pao
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
45
46
Subject Code SPD4554
Subject Title Chinese and Bilingual Academic Inquiry
Credit Value 3
Level 4
Medium of
Instruction
Chinese (with English)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This subject aims to introduce students to the basic principles
strategies techniques and tools for Chinese and bilingual academic
inquiry and problem solving with emphasis on Chinese and bilingual
academic reading writing and information handling in support of
language-based academic and professional work This subject also
fulfils the Chinese part of the Discipline-Specific Language
Requirement (DSLR) of the University
Intended
Learning
Outcomes
Students are expected to be able to
a apply effective strategies and skills to academic reading and
writing in Chinese and bilingual contexts
b benefit from various resources both traditional and IT-oriented
for Chinese and bilingual academic inquiry
c evaluate select and deploy effectively IT tools for information
retrieval and data processing to support Chinese and bilingual
academic inquiry and problem solving
Subject Synopsis
Indicative
Syllabus
1 Orientation
- Language and culture
- Language and society
- Academic enquiry in a bilingual context
- To be academically inquisitive in a bilingual context
2 Intake of ideas in a bilingual context
- To read effectively
- Notes making as an aid to idea reception
3 Information handling in the bilingual context
- retrieval
- assessment
- classification and sorting
- further processing
4 Chinese and bilingual academic resources
- Traditional
- IT related
- Multi-media and hyper-media
47
5 IT tools for Chinese and bilingual information processing
- E-dictionaries and e-encyclopedias
- WWW and online library information retrieval
- Word-processing with the help of Microsoft Office
Teaching
Learning
Methodology
The subject will be conducted in interactive seminars supported with
computer-mediated demonstrations Class participation in the form of
continuous input by students will be encouraged to simulate problem
solving and solution enhancement environments
Online tutorial on academic integrity will facilitate studentsrsquo
self-learning at their own pace through a link within this subject
at moodlecpce-polyueduhk
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
method task
Weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Quiz 40
2 Homework 60
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed entirely through coursework consisting of two
quizzes and three pieces of homework Homework requires the
students to locate and solve a practical problem of academic inquiry
via making educated uses of whatever resources available The quizzes
are meant to consolidate the studentsrsquo basic understanding and skills in
Chinese and bilingual academic inquiry
Online Tutorial on Academic Integrity
To help students understand the importance of academic honesty and
learn ways to ensure that their work and behaviour at SPEED are
acceptable in this regard the Online tutorial on Academic Integrity is
included in this subject Students will need to complete the Tutorial
by Week 5 The Online Tutorial is part of the subject completion
requirement Students who fail to complete the Online Tutorial will
fail this subject
For students who have completed the Online Tutorial in another
subject they can be exempted from this requirement Proof of
48
completion (ie e-Certificate) is required
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Online tutorial on academic integrity 1 Hr
Readings and study 78 Hrs
Total student study effort 118 Hrs
Reading List and
References In Chinese (sorted in Pinyin)
费夫贺马尔坦 (李鸿志译) 《印刷书的诞生》 桂林 廣西師範
大學出版社 2007
羅樹寶 《說書 從獸骨到紙張的文字行旅》 台北 商周出版
2007
林玉山《工具書學概論》 廣州 廣東教育出版社 2004
王寧鄒曉麗 《工具書》 香港 和平圖書有限公司 2003
楊承運肖東發編 《北大學者談讀書》 北京圖書館出版社
2000
余嘉錫 (1884-1955) 《目录学发微 〈含古书通例〉》 北京 中
国人民大学出版社 2004
In English
Baez Benjamin and Boyles Deron The Politics of Inquiry Education
Research and the ldquoCulture of Sciencerdquo New York University of
New York Press 2009
Bergmann L S Academic Research and Writing Inquiry and
Argument in College Boston Longman 2010
Dunne M Pryor J and Yates P Becoming a Researcher A
Companion to the Research Process Maidenhead Open University
Press 2005
Flower L Learning to Rival A Literate Practice for Intercultural
Inquiry New Jersey Lawrence Erlbaum Associates Inc
Herring J E The Internet and Information skills A Guide for
Teachers and School Librarians London Facet Publishing 2004
Lester J D Writing Research Papers A Complete Guide (11th
ed)
New York Pearson Longman 2005
Long L and Long N Computers Information Technology in
Perspective Upper Saddle River Pearson Education Prentice Hall
2005
49
Lu Tonglin ldquoTransnationalism and Glocalisation in Chinese
Language and East Asian Cinemasrdquo China Review Vol 10 No 2
Fall 2010 1-14 (httpcupcuhkeduhkojsindexphpChinaReviewarticleviewFile24543404search= )
Lvovich N The Bilingual Self Inquiry into Language Learning
(PhD dissertation) Ohio Union Institute 1995
Nunan D and Choi Julie Language and Culture Reflective
Narratives and the Emergence of Identity New YorkLondon
Routledge 2010
Web Resources
中国语言文字网 httpwwwchina-languagegovcn
粵語審音配詞字庫
httphumanumartscuhkeduhkLexislexi-can
重編國語辭典修訂本
http1401113446newDictdictindexhtml
異體字字典 http140111140mainhtm
Chinese Character Dictionary汉字字典
httpwwwchinalanguagecomdictionariesccdict
《重訂標點符號手冊》修訂版與試用版內容對照表
httpwwwedutwfilessite_contentM0001haushioupdf
OneLook Dictionary Search httpwwwonelookcom
Online Dictionary for Library and Information Science
httplucomodlisaboutcfm
Google Scholar
httpscholargooglecom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
50
Subject Code SPD4557
Subject Title Integrated Study (Bilingual Studies)
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge
Indicative Area Subject Title
Bilingual Studies SPD3261 Introduction to Bilingual Studies
Translation amp
Interpreting SPD3189 Translation for the Workplace
SPD3262 Interpreting for the Professions
Linguistics SPD3260 Analysis of Modern Chinese
SPD3270 Analysis of English
Bilingual
Communication
SPD3263 Introduction to Bilingual
Communication
DSLR+
English SPD4553 English for Chinese Cultural
Themes
DSLR+
Chinese SPD4554 Chinese and Bilingual Academic
Inquiry +
Discipline-Specific Language Requirement subject
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject offers students an opportunity to integrate and apply
their language skills and knowledge of bilingual studies acquired on
the programme Students are expected to develop their critical
thinking skills by working independently to plan manage produce
and evaluate a detailed piece of work in one semester This subject
will provide studentsrsquo opportunities to evaluate and reflect critically
on their chosen area of study
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a identify a theoretical framework or model or practical problem
for investigation and study
b apply the language theories and knowledge of bilingual studies
acquired in the programme
c evaluate and reflect critically on the chosen topic and its
implications
d present findings recommendations andor results in a clear and
effective manner
51
Subject Synopsis
Indicative Syllabus
Students may choose to adopt different approaches for this
Integrated Study Some suggestions are as follows
1) Literature Review Approach students can discuss and analyse a
theoretical model or framework and conduct a critical review of
the literature in a particular area related to bilingual studies
OR
2) Practical Approach students can synthesise and apply what they
have learnt to manage a project based on an analysis of a
perceived need of a real business non-profit making
organisation
Other approaches are possible subject to the PEG approval
TeachingLearning
Methodology
A detailed project guideline will be provided to help the students
Each student will then be assigned to a supervisor who will provide
guidance throughout this project Specific consultation hours will
be arranged to facilitate students in this project Students are
required to develop and define a topic in consultation with the
supervisor submit a proposal and a progress report and at the end
submit a final report
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme Committee
The project will be assessed on the basis of proposal progress report
(including discussion and consultation with supervisor) and final
report
Assessment of proposal and progress report will focus on the
formative aspect of student performance and is appropriate for
intended outcomes 1 and 2 The final report accounts for 70 of
assessment and assessment is based on all four intended outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 100
1 Proposal 15
2 Progress report
(including discussion and
consultation with
supervisor)
15
3 Final report 70
Total 100
52
Student Study
Effort Expected Lecturer-student contact
Workshops 6 Hrs
Consultationsupervision 25 Hrs
Other student study effort
Self-study 120 Hrs
Total student study effort 1285 Hrs
Reading List and
References
References
Anderson J amp Poole ME (2002) Assignment and thesis writing
(4th
ed) Milton John Wiley amp Sons
Babbie E (2012) The practice of social research (13th
ed)
Cengage Learning
Bryman A (2011) Business research methods Oxford amp New
York Oxford University Press
Creswell J W (2007) Qualitative inquiry and research design
Choosing among five approaches (2nd
ed) Thousand Oaks CA
Sage Publications
Creswell J W (2008) Research design Qualitative
quantitative and mixed methods approaches (3rd
ed) Thousand
Oaks CA Sage Publications
Davis K A (1995) Qualitative theory and methods in applied
linguistics research TESOL Quarterly 29(3) 427-453
Doumlrnyei Z (2007) Research methods in applied linguistics
Oxford Oxford University Press
Doumlrnyei Z (2010) Questionnaires in second language research
Construction administration and processing (2nd
ed) New
York NY Routledge
Harmon C (2000) Using the internet online services and CD-
ROMs for writing research and term papers (2nd
ed) New York
amp London Neal-Schuman
Kumar R (2005) Research Methodology A step-by-step guide
for Beginners (2nd
ed) SAGE Publication
Merrigan G (2004) Communication Research Methods
Belmont CA WadsworthThomson Learning
Polonskey M J (2005) Designing and Managing a Research
53
Project A Business Studentrsquos Guide Thousand Oaks CA SAGE
Ruane J M (2005) Essentials of Research Methods A Guide to
Social Science Research Malden MA Blackwell
Silverman D (2013) Doing qualitative research A practical
handbook London SAGE
Zikmund W (2003) Business research methods (7th
ed) South-
Western of Thomson Learning
Additional papers and books relevant to the studentrsquos specific
project topic will be identified by the student or recommended by the
supervisor
54
Subject Code SPD3225
Subject Title Written English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build studentsrsquo competencies in
professional written English It is designed to enable students to
write in a crisp efficient professional style that gets the required
results by focusing on the readerrsquos needs and minimising any
chances of misunderstanding
Secondary objectives are to expand studentsrsquo range of language and
to improve accuracy tone and cohesion
Modern Professional Style will be analysed practised and mastered
to gain the benefits of precision of expression enhanced
relationships and accountability
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a analyse their readersrsquo needs and select information accordingly
b write concisely and without ambiguity of message
c create a positive impression through improved accuracy and
tone
d accomplish demanding writing tasks within desired timeframes
The above will include attention to and feedback on a range of
studentsrsquo written English skills
range of language
grammatical accuracy
organisation and coherence
toneappropriacy
55
Subject Synopsis
Indicative Syllabus
Part 1 Modern Professional Style for Email
Effective vs ineffective written communication
Being able to apply key principles and techniques of Plain English
Developing an awareness of the needs of the reader Critically
comparing the features of effective and ineffective written texts
Creating a reader-friendly document
Making key information stand out frontloading key information
using vertical lists and using parallel structure
Modern Professional Style
Using key principles and techniques such as conciseness and an
appropriate register (neutral style vs informal style)
Developing an appropriate tone
Creating a sincere professional image through vocabulary
selection grammatical voice and positive tone
Genre specific patterns
Recognising and applying appropriate patterns for a variety of
purposes particularly
Dealing with enquiries
Discussing and agreeing terms
Expressing dissatisfaction
Responding to customer problems
Linguistic range and accuracy
Being better able to select appropriate vocabulary and control
grammatical accuracy Being able to identify and correct common
errors in written texts
Part 2 Modern Professional Style for Reports
Applying the appropriate techniques from Part 1 to short reports
and proposals Being able to effectively select and organise relevant
information in order to write a well organised reader friendly report
or proposal
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the professional written English
Step 2 Students analyse texts and - with guidance - discover key
language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
56
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy tone
conciseness etc
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods tasks
weighting
Intended subject
learning outcomes
to be assessed
a b c d
Continuous Assessment 50
1 Communicating with
colleagues or customers 20
2 Short report or proposal 30
Examination (BULATS
Writing Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate in written English in a business
context The tasks also indirectly address in terms of content For
example the assessed tasks may require students to synthesise
business information from different functional units of an
enterprise discuss how best to deal with an ethical dilemma facing
an enterprise andor use their global outlook to decide the best way
to deal with a business-related communication task
Subject Intended Learning Outcomes (SILOs)
Each of the three assessment tasks allow the SILOs to be assessed
The assessed tasks are however different from each other in that
they elicit from students a range of relevant text types eg
responding to an enquiry expression dissatisfaction asking a
colleague for clarification writing a short marketing report etc
Each task is designed to elicit a representative sample of language
from which studentsrsquo range accuracy organisation coherence
and tone appropriacy can be assessed Task completion will also
be assessed written communication often has a specific objective
and whether or not a text achieves its objective needs to be
considered in awarding grades for communicative ability
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
57
Criteria and descriptors vary slightly between the formative tasks
and the BULATS Writing Test but the core underlying language
skills are very similar
Student Study
Effort Expected
Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Books References
Ashley A (2000) A handbook of commercial correspondence
Oxford Oxford University Press
Brock SL (2003) Better business writing techniques for
improving correspondence (4th
ed) Menlo Park CA Crisp
Learning
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Oxford
Macmillan
Bilbow Grahame T (2004) Business writing for Hong Kong (3rd
ed) Hong Kong Longman
Holt R D Grigor amp N Sampson (2004) Email International
business correspondence for all occasions Hong Kong
Macmillan
McCarthy M et al (2009) Grammar for business Cambridge
University Press
Mascull Bill (2010) Business vocabulary in use Advanced
Cambridge Cambridge University Press
Mascull Bill (2010) Business vocabulary in use Intermediate
Cambridge Cambridge University Press
Pile L (2004) E-mailing Addlestone UK DELTA Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
58
Subject Code SPD3226
Subject Title Spoken English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build a broad awareness of and develop
the spoken English communication skills that are increasingly
needed to achieve successful outcomes in a range of fairly
demanding work-related situations
This is a task-based subject in which students encounter a range of
simulated professional situations focussed on problem solving and
presentations The contexts are designed to provide opportunities to
introduce analyse and practise a range of functional language (eg
the language of negotiating options promising action clarifying
meaning etc) with particular attention to tone and register A
secondary objective is to expand studentsrsquo professional vocabulary
Intended Learning
Outcomes
On successfully completing this subject students will have the
language skills to be able to do the following in a professional and
appropriate manner
a establish a professional relationship in an appropriate manner
b contribute to and if necessary manage a problem-solving
meeting in a professional and appropriate manner
c present themselves their ideas and the products and services of
a company or organisation
d negotiate in a professional and appropriate manner
The above will include attention to and feedback on a range of
studentsrsquo spoken English skills
range of language
grammatical accuracy
pronunciationstressintonation
discourse management
interactive communication skills
59
Subject Synopsis
Indicative Syllabus
Communicating in Groups
Functional language for
contributing to meetings (eg asking for and giving opinions
dealing with interruptions clarifying etc)
managing meetings (eg setting objectives asking for
clarification keeping to the point summarising etc)
problem-solving (eg stating options balancing arguments
changing your approach etc)
decision making (eg making a suggestion expressing doubt
stating future action etc)
Presenting Persuasively
Functional language and communication techniques for
Laying solid foundations the start the finish signposting
Powerful techniques eg repetition rhetorical questions the
rule of three
Being positive and dramatic power words amp convincing
language storytelling and anecdotes
Handling questions paraphrasing questions answering
strategies
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the target language in realistic professional
contexts
Step 2 Students analyse audiovideo recordings and transcripts
and with guidance-discover key language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy pronunciation
etc
60
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
method tasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
50
1 Three- way problem-
solving discussion 25
2 Individual
presentation 25
Examination
(BULATS Speaking Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate more effectively and efficiently in
professional spoken English in a business context
Subject Intended Learning Outcomes (SILOs)
The three assessment tasks allow each of the 4 SILOs to be
assessed at least twice Each task is designed to elicit a
representative sample of language from which studentsrsquo range
accuracy discourse management pronunciation stress
intonation and interactive abilities can be assessed
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
Criteria and descriptors vary slightly from one assessed task to
another depending on the exact skill-set to be assessed but the core
underlying language skills are very similar
Student Study
Effort Expected Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
As this is a language skills subject it does not require extensive
academic reading but rather extensive exposure analysis and
practice Students may find the following sources useful
Recommended Books References
Allison J amp P Emmerson (2007) The business intermediate
studentrsquos book with DVD ROM Oxford Macmillan
Centre for Professional and Business English (2002) Business
61
English kit for HK executives common errors business writing
amp social English Hong Kong Economic Times
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Macmillan
Oxford UK
Mascull Bill (2002) Business vocabulary in use intermediate
Cambridge Cambridge University Press
Mascull Bill (2004) Business vocabulary in use Advanced
Cambridge Cambridge University Press
McCarthy M et al (2009) Grammar for business Cambridge
Cambridge University Press
Murphy R (2012) English grammar in use with answers A self-
study reference amp practice book for intermediate students of
English (4th
ed) Cambridge Cambridge University Press
Online Resources
General
BBC Learning English
wwwbbccoukworldservicelearningenglishgeneral
Presentations
Presentation Magazine wwwpresentationmagazinecom
PolyU ELC
httpelcpolyueduhkcillpresentationsordering_questionhtm
Podcasts
Business English Pod wwwbusinessenglishpodcom
English Pod wwwenglishpodcom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
62
Subject Code SPD4337
Subject Title English and Chinese in Contrast
Credit Value 3
Level 4
Medium of
Instruction
English (Chinese is used only when a Chinese term is referred to)
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Linguistic Knowledge in English and Chinese would be helpful for
deeper understanding of this course
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This is a comprehensive linguistic course highlighting the
differences between English and Chinese through a linguistic
study of both It aims to develop studentsrsquo awareness of the
contrastive linguistic differences and similarities in Chinese and
English With daily examples students should be able to identify and
analyse critically the structures and functions of these languages and
apply the subject knowledge to solve linguistic problems encountered
in professional and workplace discourses and in daily communication
situations This subject will also encourage studentsrsquo examination of
the intercultural linguistic difference between the east and the west as
well as the intra-cultural differences within the Greater China region
essential to translation and other integrated use of English and
Chinese for professional communication
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a recognise the significance of contrastive analysis in professional
communication
b develop an understanding of the linguistic differences and
similarities between Chinese and English
c identify and analyse critically the structures and functions of these
languages
d apply the subject knowledge to the explanation of linguistic
phenomena encountered in professional discourses and in day-to-
day communication situations
e examine the intercultural difference between the east and the west
as well as the intra-cultural differences within the Greater China
region linguistically essential to translation and other integrated
use of English and Chinese for professional communication
63
Subject Synopsis
Indicative
Syllabus
Overview of Contrastive Analysis
Introduction to contrastive analysis in linguistics function and
importance of contrastive analysis in linguistics evolution of and
philosophies behind the Chinese and English languages
Linguistic Differences and Similarities between Chinese and
English
Fundamental Linguistic characteristics of English and Chinese
contrastive study of English and Chinese phonetics and phonology
word formation morphology grammar syntax semantics
Cross-cultural Translation and Communication
Translation skills (order form structure) language of respect and
humanity face politeness conventional cognition of English and
Chinese
Teaching
Learning
Methodology
Lectures will introduce and explain the principles and various
approaches to contrastive language studies with specific reference to
examples drawn from the greater China region and the English-
speaking countries wherever appropriate and invite sharing of
observations through group discussion
Tutorials provide students the opportunity to deepen their
understanding of the concepts taught in lectures and to understand the
linguistic differences and similarities between Chinese and English as
well as cultural differences in Chinese and English through tutorial
exercises student presentations and group discussions
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d e
Continuous Assessment 60
1 Group project with
individual components 35
2 Mid-term test 15
3 Participation and in
class work 10
Examination 40
Total 100
64
Student Study
Effort Expected Class contact
Lecture 26 Hrs
Tutorial 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
Yule G (2010) The study of language (4th
ed) UK Cambridge
University Press
潘文國 (2013) 漢英語言對比概論 北京 商務印書館
References
Chen D (2011) Contrastive linguistics between Chinese and
English Beijing Foreign Language Teaching and Research Press
Hatim B (1997) Communication across cultures Translation theory
and contrastive text linguistics Exeter Exeter University Press
Nida E A (1993) Language culture and translating Shanghai
Shanghai Foreign Language Education
Snell-Hornby M (2001) Translation studies An integrated
approach Amsterdam John Benjamins
何善芬 (2002) 英漢語言對比研究 上海 上海外語敎育出版社
卉君 (1993) 漢語基本知識 香港 商務印書館
黃伯榮 amp 廖序東 (2011) 現代漢語 北京 高等教育出版社
金惠康 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
李德津 amp 程美珍 (2008) 外國人使用漢語語法 (修訂本) 北京
北京語言大學出版社
蕭立明 (2010) 英漢比較硏究與翻譯 上海 上海外語敎育出版
社
陳定安 (1997) 英漢比較與翻譯 香港 商務印書館
王武興 (2003) 英漢語言對比與翻譯 北京 北京大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
65
Subject Code SPD4346
Subject Title Translation for the Media
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Basic knowledge in SPD3189 Translation for the Workplace or
equivalent
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject introduces to the students the features and practices of
the media industry in Hong Kong and important concepts and
techniques in the translation of media documents including news
reports magazine articles web pages etc It provides sufficient
practice to help students acquire hands-on experience and essential
skills to develop expertise in media translation
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the features and practices of the media industry in Hong
Kong
b analyse different formats and styles of English and Chinese
media texts and
c form and apply appropriate approaches and strategies for
translation tasks of different media texts
Subject Synopsis
Indicative Syllabus
Features and Practices of Media Industry in Hong Kong
Todayrsquos media Functions of the mass media Fundamental
considerations of media translation Tasks of a media translator
Characteristics of Media Language
Nature of media language Semantic level Syntactic level Rhetoric
level Features of English and Chinese media writings
Translation Skills Approaches and Strategies for Media
Documents
Transliteration literal translation liberal translation and combined
translation Addition omission repetition reversion and
rearrangement of words and expressions Balance of accuracy
fluency and expressiveness Adapting editing and re-writing texts
Translation for Printed Media
Translation strategies and approaches for different types of printed
media writings including news reports magazine articles editorials
etc
66
Translation for Electronic Media
Translation strategies and approaches for different types of
electronic media writings including TV and radio broadcast
internet etc
TeachingLearning
Methodology
Lectures focus on the introduction and explanation of translation
theories and concepts with specific reference to different media
documents wherever appropriate Group discussions are arranged
regularly Tutorials provide students with the opportunity to deepen
their understanding of the concepts taught in lectures and to apply
the theories in practice The activities in tutorials normally include
discussion practice and presentation related to both the source text
and the target text of media documents
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments (eg
test reflective journal case
study)
20
3 Group assignments (eg
project report research
paper)
10
4 Class participation 10
Examination 40
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
67
Reading List and
References
Recommended Textbook
There is no prescribed textbook This is a dynamic course which
mainly involves current media documents in Hong Kong Lecture
summary and supplementary notes may be distributed from time to
time
References
Ho W K (2001) Media translating In An Encyclopedia of
Translation Chinese-English eds Chan Sin-wai amp David E
Pollard (pp 651 ndash 657) Hong Kong The Chinese University Press
Itule BD amp Anderson DA (2007) News writing and reporting
for todayrsquos media (7th
ed) New York McGraw Hill
McLoughlin L (2000) The language of magazines London
Routledge
Reah D (2002) The language of newspapers (2nd
ed) London
Routledge
朱伊革 (2007) 英語新聞的語言特點與翻譯 上海 上海交通大
學出版社
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版
金惠香 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
康照祥 (2005) 媒體識讀 臺北 揚智文化
端木義萬 (2000) 傳媒英語研究 北京 中國社會科學出版社
廖柏森 (2007) 新聞英文 閱讀與翻譯技巧 臺北 眾文圖書公
司
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
賴蘭香 (2012) 傳媒中文寫作 香港 中華書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
68
Subject Code SPD4468
Subject Title Writing for Marketing and Public Relations Purposes in English
Credit Value 3
Level 4
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Marketing Management and Public Relations
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject stresses the importance for marketing and PR
professionals to communicate effectively to their target audiences
It equips students with the essential conceptual and analytical skills to
enable them to write a range of effective marketing and PR materials in
English which observe common textual conventions used by
professional marketing and PR writers
The primary focus is on creating effective advertisingpromotional
copy and effective media releases as these are the most common ways
of reaching a target audience Students will also become acquainted
with other text types including backgrounders brochures and broadcast
scripts
Recent technological changes are covered to give students an
understanding of how technology has impacted written communication
skills in the marketing and PR industries
Intended
Learning
Outcomes
Upon successful completion of this subject students will be able to
a identify the intended public and the nature of various media in
planning and writing marketing and PR text
b apply marketing and public relations writing skills to produce
effective promotionaladvertising copy and press releases that reach
their target audience with the desired effect
c recognise and understand legal and ethical problems associated
with marketing and public relations writing and adjust writing style
to avoid these and
d proofread a range of marketing and public relations texts to
improve accuracy by identifying a range of common grammatical
errors
69
Subject
Synopsis
Indicative
Syllabus
The subject develops studentsrsquo awareness of how a range of effective
marketing and PR texts are constructed and helps them develop their
own professional writing skills to produce texts with similar features
It uses genre analysis to analyse the lsquomovesrsquo used by effective
marketing and PR writers in a range of markets and media and
provides many opportunities for students to produce and critically
evaluate their own texts
PART 1 Before you Start Writinghellip
a) Setting communication objectives
Adopting a problem-solution mindset
Defining your target audience
Defining what you want your writing to achieve
b) Considering legal and ethical issues
Defamation
Privacy
Inclusiveness
Gender-neutral writing
lsquoGreenwashrsquo
PART 2 Writing Copy that Sells
a) Key lsquomovesrsquo of successful promotionaladvertising texts
Getting the readerrsquos attention and holding it
Writing from the readerrsquos point of view
Putting human benefits before features
Identifying your USP
Establishing your credibility
Showing that the value exceeds the price
Telling the reader what to do next
Giving the reader a reason to act now
Creating a compelling headlinetagline
b) Critical evaluation of a range of authentic promotionaladvertising
texts in different media
c) Analysis of common linguistic errors in promotionaladvertising
texts written by Chinese L1 writers
PART 3 Writing Successful Media Releases
a) Key lsquomovesrsquo of successful media releases
Identifying a strong news angle
Getting the story into the lead paragraph
Adding high-impact quotes
Creating a compelling headline
Maintaining an objective and neutral tone
b) Critical evaluation of a range of authentic media releases
c) Analysis of common linguistic errors in media releases written by
Chinese L1 writers
70
Teaching
Learning
Methodology
The approach to teaching and learning will incorporate
a) guided discovery
b) skills development in focused tasks and
c) opportunities for students to demonstrate individually their
improved competence
Class time will focus on a discovery-based approach in which students
through guided analysis of model texts will critically evaluate a range
of successful (and occasional unsuccessful) marketing and public
relations copy to identify key features
Students will go on to develop their ability to incorporate these
features into their own writing apply their understanding by
synthesising a range of writing techniques and skills to produce
effective texts of their own in group and individual writing activities
There will be a balance between group work and individual
participation Group work will prepare students to work effectively
with other team members Individual writing tasks and other tasks will
develop a sense of personal responsibility for the quality of their own
communication
Students are expected to read widely on the subject The lecturer will
direct students to one or more specific articles that consolidate and
expand the skill(s) that have been covered that week Alternatively
students may be expected to read some of the theoretical material
before class and come to class already informed of key principles
There is no distinction between lectures and tutorials for this subject
71
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Final Examination 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to approval of the School Programme Committee
Student Study
Effort Expected
Class contact
Lessons 39 Hrs
Self-study and class preparation 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbook
The material is based on the work that the Centre for Professional and
Business English (CPBE) of PolyU carries out with organisations and
working adults in Hong Kong Students will receive the core course
material in two in CPBE-written modules
Part A Writing Copy that Sells
Part B Writing PR Copy
72
References
Aronson M Spetner D amp Ames C (2007) The Public Relations
Writers Handbook The Digital Age 2nd Edition San Francisco
JosseyBass
Bivins T H (2013) Public Relations Writing The Essentials of Style
and Format 8th
Edition McGraw-Hill
Bly RW (nd) The Fundamentals of Persuasive Writing Retrieved 15
December 2015 from wwwblycomPagesdocumentsTFOPWhtml
Farrall C and Lindsley M (2008) Professional English in Use
Marketing Cambridge Cambridge University Press
Harrington J (2015) RIP press releases hello integration and
goodbye PR Welcome to the future of our industry Retrieved 15
December 2015 from wwwprweekcomarticle1366952rip-press-
releases-hello-integration-goodbye-pr-welcome-future-industry
Hayden CJ (2009) Increase Your Signal-to-Noise Ratio Retrieved 15
December 2015 from wwwgetclientsnowcomsignal-to-noise-
ratiohtm
Makepeace C (2009) How to Create a Killer Ad Retrieved 15
December 2015 from
wwwmakepeacetotalpackagecomarchiveshow-to-create-a-killer-ad
Rich C (2012) Writing and Reporting News 7th ed Belmont
California Wadsworth
Ross K (2015) How to Write a Press Release in One Easy Lesson
Retrieved 15 December 2015 from wwwkayrosscompress-
releasehtml
Ross K (2015) Why Should I Visit Your Website - And Why Should I
Stick Around Retrieved 15 December 2015 from
wwwkayrosscomwhy-websitehtml
Schermerhorn M (2005) Writing Great Website Sales Copy
Retrieved 15 December 2015 from httpezinearticlescomWriting-
Great-Website-Sales-Copyampid=36763
Scott DM (2013) The New Rules of Marketing amp PR How to Use
Social Media Online Video Mobile Applications Blogs News
Releases and Viral Marketing to Reach Buyers Directly Hoboken NJ
John Wiley amp Sons
Smith R D (2008) Becoming a Public Relations Writer A Writing
Process Workbook for the Profession 3rd ed Routledge
73
Swain JW amp Swain KD (2014) Effective Writing in the Public
Sector Armonk USA Routledge
Whitaker W R Ramsey J E and Smith R D (2012) Media writing
print broadcast and public relations 4th ed New York Routledge
Wilcox D L (2012) Public Relations Writing and Media
Techniques 7th ed Pearson
Yopp J J and McAdams K (2014) Reaching Audiences a Guide to
Media Writing 6th ed Boston Allyn amp Bacon
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
74
Subject Code SPD4556
Subject Title Languages in Contemporary Societies
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to help the students to understand the
social nature of language to be keenly aware of the product and process
of languages in contact and cross-language influence in the accelerated
globalising society and to be able to apply the sociolinguistic knowledge
learned in class to analyse and evaluate language use in various social
and cultural contexts
Intended
Learning
Outcomes
Students are expected to be able to
a Articulate the social nature of language and the role of language in
both reflecting and constructing a speakers social identity
b Acquire acute awareness and understanding of the dynamics of
language variation and change in multilingual and multicultural
societies
c Appraise critically language-related issues and exercise critical
judgment in evaluating language use in various social and cultural
contexts
d Apply sociolinguistic knowledge to describe and explain the
phenomena of human interaction the students encounter
e enhance critical thinking in the course of study a theoretical subject
socio-linguistics
f enhance biliteracy and trilingualism by virtue of a deeper
understanding of language use in cosmopolitan multi-lingual cities
like Hong Kong
Subject
Synopsis
Indicative
Syllabus
1 Language and social identity
2 Bilingualism and diglossia
3 Societal multilingualism
4 Code-mixing and code-switching
5 Linguistic variation and change
6 Language culture and thought
7 Register genre and style
8 Language and internet development
9 New Media Literacy
75
Teaching
Learning
Methodology
Theory and practice will be fully integrated throughout the subject In
addition to the provision of key concepts of the subject and guidance on
applications highly interactive seminars are designed to encourage
active participation from the students in classroom discussion
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation 20
2 Quiz 20
3 Term paper 40
4 Class participation 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed by presentation quiz and term paper While
the quiz assesses the studentsrsquo grip of the subject matter of a general
nature the presentation and term paper will involve applying the
conceptual resources learned in the subject to describe critically
evaluate and explain some samples of language use in society Besides
the participation tutorial encourages the students to participate actively
in discussion and critically responds to the teacher and fellow classmates
in academic debates
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Supervised studies group work 35 Hrs
Library search fieldwork own research 35 Hrs
Total student study effort 109 Hrs
76
Reading List and
References Aitchison Jean and Diana M Lewis (ed) 2003 New Media
Language London Routledge
Auer Peter (ed) 2007 Style and Social Identities Alternative
Approaches to Linguistic Heterogeneity New York Mouton de
Gruyter
Bonvillain Nancy (2014) Language culture and communication
the meaning of messages [The Seventh Edition] Upper Saddle
River NJ Pearson
Claika Elaine 1994 Language The Social Mirror (3rd Ed) Heinle
amp Heinle
Deborah Tannen and Anna Marie Trester (ed) 2013 Discourse 20
language and new media Washington DC Georgetown University
Press
Eckert Penelope amp Sally McConnell-Ginet 2013 Language and
Gender [The Second Edition] Cambridge University Press
Fasold Ralph 1996 The Sociolinguistics of Language Oxford
Basil Blackwell
Holmes Janet 2013 An Introduction to Sociolinguistics [The
Fourth Edition] Longman
Wardhaugh Ronald (2015) An Introduction to Sociolinguistics
[The Seventh Edition] Chichester John Wiley amp Sons Inc
Stockwell Peter 2007 Sociolinguistics A Resource Book for
Students Routledge
教育部語言文字信息管理司組編《中國語言生活狀況報告》
2005 2006 2007 2008 2009 2011 北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
77
Subject Code SPD4558
Subject Title Applied Translation Studies
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to produce students who understand the factors
involved in communication across two languages who have an
awareness of the different levels of meaning in a text who can use this
awareness to evaluate both source texts and their translations who
have an awareness of basic issues concerning translation as a
profession It will also assist students to examine texts and analyse the
linguistic and sociolinguistic issues underlying communication across
cultures
Intended
Learning
Outcomes
Students are expected to be able to
a understand linguistic and cultural issues in translation
b analyse texts from the point of view of a translator
c identify translation problems in relation to syntax lexis function
and cultural issues to classify them and to find solutions
d translate texts of various types using appropriate strategies and
procedures
e become thinking translators
f students are expected to develop the ability of critical thinking and
cultural appreciation
Subject
Synopsis
Indicative
Syllabus
1 introduction- what translation studies does
2 science of translationmdashlinguistic approach to translation
3 dynamic equivalence
4 type reader translator strategy (functionalist approach)
5 text analysis in translation
6 translation procedures
7 translation of metaphor
8 translation of terminology
9 cultural issues in translation
10 multilingualism in a monolingual text
11 translation in the context of bilingualism and biculturalism
78
Teaching
Learning
Methodology
This subject will be conducted in lectures and seminars Assignments
will be designed to provide tasks which encourage and develop critical
analysis and evaluation as well as encourage and develop the
discussion of their own work and existing translations
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 One paper 80
2 Class
participation
amp paper-conducting
20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed in the form of essays describing
translation problems encountered by the students using theories learned
in class and readings and analyse existing translations
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Peter Newmark A Textbook of Translation (New York Prentice Hall
1988) Eugene A Nida ldquoDynamic Equivalence in Translationrdquo in An
Encyclopaedia of Translation (Hong Kong Chinese University Press
1995) pp223-230
Jin Di ldquoEquivalent Effect in Translationrdquo in An Encyclopaedia of
Translation (Hong Kong Chinese University Press 1995) pp231-234
Roman Jakobson ldquoOn Linguistic Aspects of Translationrdquo Theories of
Translation eds Rainer Schulte and John Biguenet (Chicago and
London University of Chicago Press 1993) pp 144-151
Marilyne Rose ldquoTranslation Types and Conventionsrdquo Translation
Spectrum ed Marilyne Rose (Albany State University of New York
Press 1981) pp31-40
Katharina Reiss ldquoText Types Translation Types and Translation
79
Assessmentrdquo Readings in Translation Theory ed Andrew Chesterman
(Helsinki Oy Finn Lectura Ab 1989) pp106-115
Juliane House ldquoTranslation Quality Assessmentrdquo Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 157-161
Christiane Nord Translation as a Purposeful Activity St Jerome
(1997)
Marrlyne Rose ldquoTime and Space in the Translation Process in
Translation Spectrum pp 1-7
Vinay amp Darkelnet ldquoTranslation Proceduresrdquo in Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 61-69
Jin Di amp Eugene Nida On Translation 中國對外翻譯出版公司
1984
JC Catford A Linguistic Theory of Translation Oxford Univ Press
1965
孫述宇金聖華《英譯中》香港中文大學校外進修部
1975
張培基等《英漢翻譯教程》上海瓦與教育出版社2007
譚載喜《新編奈達論翻譯》北京對外翻譯出版公司1999
劉靖之ldquo重神似不重形似rdquo《翻譯論集》(香港三聯書店
1989) pp1-15
羅新璋 ldquo我國自成體系的翻譯理論rdquo《翻譯論集》(香港商務
印書館1989) pp1-19
林語堂 ldquo論翻譯rdquo 《翻譯論集》(香港三聯書店1989)
pp32-47
趙元任ldquo論翻譯中信達雅的信的幅度rdquo《翻譯論集》(香
港三聯書店 1989)pp48-63
陳西瀅 ldquo論翻譯 rdquo《翻譯論集》(北京商務出版社
1989)pp 400-408
曾虛白ldquo翻譯中的神韻與達rdquo《翻譯論集》(北京商務出版
社 1989)pp 409-416
80
傅雷ldquo翻譯與臨畫 mdash《高老頭》重譯本序rdquo 《翻譯論集》(香
港三聯書店1989) pp 68-69
傅雷關於翻譯的通信《翻譯論集》(香港三聯書店1989)
pp 70-78
錢鍾書ldquo林紓的翻譯rdquo《翻譯論集》(香港三聯書店1989)
pp 302-332
黃宣範ldquo翻譯的語言基礎rdquo《翻譯與語意之間》(台北聯經出
版事業公司1993)pp217-242
《翻譯季刊》香港翻譯學會
《中國翻譯》中國翻譯者協會
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
81
Subject Code SPD4559
Subject Title Bilingual Communication Workshop
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The aim of this subject is to achieve better co-ordination and
integration for the learning of Chinese (including Putonghua) and
English among the students and to better prepare students for
professional environments where the two written codes and three
spoken languages will be either simultaneously interchangeably or
integratively used It is believed that such environments are the
norm in both the private and public sectors of Hong Kong and that
graduates from this programme will be expected to assume as
executives the role of linguistic brokers or intermediaries in these
environments
This subject focuses on enhancing studentsrsquo biliterate and trilingual
skills as well as integrated bilingual communication via a lsquolearning
by doingrsquo approach whereas SPD3263 focuses on developing
studentsrsquo grip on the conceptual resources related to bilingual
communicative norms and the conduct and content of bilingual
communication especially its integrated form
Intended Learning
Outcomes
Students are expected to be
a knowledgeable of the types and features of bilingual
communication in both the private and public sectors
b skilled in parallel drafting of documents in both Chinese and
English and in integrated forms of bilingual communication
c able to conduct a range of acts of verbal and non-verbal
communication such as speech opening amp closing
complimenting amp toasting informational probing amp querying
criticising amp self-defending in a professional manner in cross-
cultural and professional contexts
d bilingual norms of language-mediated communication
e communicative norms of inter-cultural communication
f rhetorical tasks involving queries critique ampor lobbying
82
Subject
Synopsis
Indicative
Syllabus
1 making amp defending a case in both Cantonese Putonghua amp
English
2 conducting parallel case documentation in both Chinese and
English
3 making queries in Cantonese Putonghua and English
4 conducting integrated bilingual communication
Teaching
Learning
Methodology
This subject will be conducted in a highly interactive workshop mode
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks~
weighting
Intended subject learning outcomes to
be assessed
a b c d e f
Continuous
Assessment
100
1 Three oral
exercises 55
2 Two written
exercises 35
3 Feedback
given as a
consultant^
10
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
As an advocate (25) as a fact-finder (10) as a critic (20)
^ Consultant is a role-play position in the simulated class exercises The role
of the consultant in class exercises is to offer helpful suggestions to other
players for improvement This part of assessment is a minor class work
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Guided Supervision 13 Hrs
Other student study effort
Preparation amp Practices 35 Hrs
Writing Exercises 35 Hrs
Total student study effort 109 Hrs
83
Reading List and
References References
Argenti P (2007) Corporate communication (4th
ed) New York
NY McGraw-HillIrwin
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
Chaney LH amp Martin JS (2014) Intercultural business
communication (6th ed) Upper Saddle River NJ PearsonPrentice
Hall
John Sinclair (Eds) (2011) Collins Cobuild English dictionary for
advanced learners Bishopbriggs Glasgow HarperCollins
Mascull B (2010) Business vocabulary in use Advanced (2nd
ed)
Cambridge Cambridge University Press
Mascull B (2010) Business vocabulary in use Intermediate (2nd
ed) Cambridge Cambridge University Press
中國社科院語言研究所詞典編輯室 (2016) 現代漢語詞典 香港
商務印書館
中國社會科學院語言研究所 (2011) 新華字典(第 11 版) 北京
商務印書館
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
香港理工大學中文及雙語學系 (2010) 理大實用中文寫作手冊
香港 香港理工大學中國語文教學中心
陸谷孫(2008)英漢大詞典 上海上海譯文出版社
經濟日報出版社 (2002) 中國商務應用文書手冊 香港 經濟日
報出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
84
Subject Code SPD4563
Subject Title Chinese Media in the Bilingual Context
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject presents and explores issues of bilingualism and
multiculturalism in Chinese media practice in the accelerated globalising
and pluralistic societies of today utilising conceptual resources from
bilingualism and discourse analysis The students are encouraged to
reflect and generalise the use of language and languages in media
discursive practice and to apply and extend their creative and critical
thinking capacity as well as their bilingual knowledge and skills through
analysing and practicing different media genres in Hong Kong and the
related Cultural China regions
Intended
Learning
Outcomes
Students are expected to be able to
a acquire a good understanding of the sociocultural and
sociolinguistic characteristics of Chinese media in Hong Kong and
its related Cultural China regions
b appraise critically language-related issues of media communication
in the accelerated globalising and digitalising world
c develop further bilingual knowledge and skills with an appropriate
usemix of signs styles and symbols for Chinese media production
in a pluralistic society
d develop critical and creative thinking via analysing and producing
different media products in Hong Kong and the related Cultural
China region
e develop integrated biliteracy and trilingualism with heightened
awareness and appreciation of the multilingual and multicultural
mix in Hong Kong and the related Cultural China regions
Subject
Synopsis
Indicative
Syllabus
1 Globalisation localisation and the development of Chinese media
2 Orality and literacy in Chinese media
3 New words and formation in Chinese media
4 Codemixing and codeswitching in Chinese media
5 Intertextuality and hybridity in Chinese media
6 Stylistic variations and changes in Chinese media
7 Signs and Symbols in Chinese media
8 Ideology and image transformation in Chinese media
85
Teaching
Learning
Methodology
The subject will be divided into lectures and seminars Lectures will
cover the major themes in the broadest form while seminars will
concentrate on the special topics andor case studies A combination of
various exercises including presentation class discussion and media
work production will be utilised to maximise the learning outcomes for
the students Tutorial sessions will be arranged to assist students to
complete their assignments satisfactorily
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e
Continuous
Assessment
100
1 Presentation 20
2 Class
participation 15
3 Media
production 45
4 Quiz 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Seminars 13 Hrs
Other student study effort
Readings amp Discussion 30 Hrs
Writing amp problem-solving tasks 50 Hrs
Total student study effort 119 Hrs
86
Reading List
and References
Baran Stanley J 2007 Introduction to Mass Communication Media
Literacy and Culture (Updated 4th ed) New York McGraw-Hill
Chan K J W Walls and D Hayward 2007 (ed) East-West
Identities Globalisation Localisation and Hybridisation Boston
Brill
Craig T J and R King 2002 Global Goes Local Popular Culture in
Asia Hong Kong Hong Kong University Press
Li David CS 1996 Issues of Bilingualism and Biculturalism A Hong
Kong Case Study New York Peter Lang
Lee CC JM Chan Z Pan and CY K So 2002 Global Media
Spectacle News War over Hong Kong New York State University of
New York Press
Machin D amp T V Leeuwen 2007 Global Media Discourse A
Critical Introduction New York Routledge
Meinhof U amp J Smith 2000 Intertextuality and the Media From
Genre to Everyday Life New York Manchester University Press
Wu D D (ed) 2008 Discourses of Cultural China in the Globalising
Age Hong Kong Hong Kong University Press
Lee Francis L F (2014) Talk radio the mainstream press and public
opinion in Hong Kong Hong Kong Hong Kong University Press
王建華主編 2006《資訊時代報刊語言跟蹤研究》杭州浙
江大學出版社
吳東英 許謙文 2000 方言變異還是語體變異 內地與香港娛
樂新聞的語篇差異分析《中國語文》第一期35-41頁
吳東英秦秀白吳柏基2004香港報刊語言口語化的表現形
式和功能《當代語言學》 第3期248-256頁
俞旭郭中實黃煜主編(1999)《新聞傳播與社會變遷》香
港中華書局
鄭慶君 2007《手機短信中的語言學》長沙湖南大學出版
社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
87
Subject Code SPD4564
Subject Title Classical Chinese for Today
Credit Value 3
Level 4
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help our student to break the language barrier that
prevents them to access the civilisation of Ancient China recorded in the
textual forms It enables students to acquire reading ability in Classical
Chinese by adopting the principled systematic approach devised by Wang
Li and his team at Peking University to the acquisition of Classical
Chinese on the part of undergraduate students The essence of this
approach is the division of teaching materials into three parts namely (1)
texts (2) basic vocabulary (3) grammatical patterns and relevant
knowledge with a strong sense of striking a balance between maximising
the utility of each of these three parts and integrating the three as far as
practicable
Intended
Learning
Outcomes
Students are expected to be able to
a acquire sufficient vocabulary to understand Classical Chinese
b acquire the basic grammatical features that are commonly found in
Classical Chinese
c make use of dictionaries and reference works that are instrumental
in studying Classical Chinese source material
d generalise and apply the knowledge acquired to comprehend newly-
encountered texts
e translate Classical Chinese into modern Chinese
f appreciate the historical developments of Chinese language
g relate the classical texts to the cultural historical philosophical and
social evolutions in China
h develop critical and logical thinking through learning Classical
Chinese in a systematic manner
i acquire life-long learning skills through the application of
dictionaries and reference works in the study
j enhance the appreciation of traditional Chinese civilisation
including culture history and philosophy
k identify the influences of traditional Chinese civilisation on the
contemporary world
l have a better sense of historic-national identity and responsibility
88
Subject
Synopsis
Indicative
Syllabus
A Selected Texts
1 Pose Zuozhuan (左傳) Mencius (孟子) Lunyu (論語)
Zhuangzi (莊子) Xunzi (荀子) Han Fei Zi (韓非子)
Zhanguoce (戰國策) Sun Zi (孫子兵法) Shiji (史記)
Hanshu (漢書)
2 Poem Shijing (詩經)Chuci (楚辭)Tangshi (唐詩)
Songci (宋詞)
B Vocabulary
1 The basic meanings and the extended meanings of the
lexical items found in the selected text
2 The synonyms and related words of the lexical items
3 The semantic change of the lexical items in the history of
Chinese language
C Grammatical features
1 Sentence types and their markers
2 Passive versus active sentences
3 Lexical categories Pronouns Connectives prepositions
adverbs and particles
4 The functional shift of lexical categories in Classical
Chinese
5 Word Order in Classical Chinese
D Relevant Knowledge
1 Major dictionaries and reference works in studying
Classical Chinese
2 The metrical patterns in poems and verses
3 The family names and personal names in Ancient China
4 The official titles Ancient China governments
5 The rituals and festivals of Ancient China
6 The astronomical calendar adopted in Ancient China
Teaching
Learning
Methodology
In addition to lectures provided by the subject teacher students will be
required to apply the taught skills to solve problems in understanding
Classical Chinese on their own Critical discussion on the different
commentaries and annotations of the selected texts will be held
Presentations on the socio-cultural aspects of Ancient China will also be
required
89
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes to be assessed
a b c d e f g h i j k l
Continuous
Assessment
50
Examination 50
Total 100
Continuous assessment items andor weighting may be adjusted by the subject
lecturer subject to the approval of the School Programme Committee
The subject will be assessed by assignments and examination The take-
home assignments assess the respective knowledge and skills for the subject
while the final examination assesses studentsrsquo vocabulary size
comprehension ability and translation skills of Classical Chinese
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self studies 60 Hrs
Course work (total 3) 9 Hrs
Total student study effort 108 Hrs
Reading
List and
References
王力主編2006《古代漢語》(校訂重排本)一至四冊北京中華
書局
張世祿2004《古代漢語教程》(修訂版)上下冊上海復旦大學
出版社
王力1984《談談學習古代漢語》濟南山東教育出版社
王力編2000《王力古漢語字典》北京中華書局
王政白1992《古漢語同義詞辨析》合肥黃山書社
楊伯峻何樂士2001《古漢語語法及其發展》(修訂本)北京
語文出版社
村夫向東1985《古漢語語法手冊》太原山西人民出版社
周振甫2004《怎樣學習古文》北京中華書局
張中行2007《文言津逮》北京中華書局
The Reading List and References are indicative Relevant reading materials
will be suggested and assigned from time-to-time when they are deemed
90
appropriate
91
Subject Code SPD4565
Subject Title Communications in Greater China
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
Greater China is a political plurality and is multicultural with policies
and practices of communications varying from polity to polity This
subject will provide students with a survey and understanding of the
social and media characteristics and the communicative norms that are
essential for interpreting evaluating and designing corporate
communication materials related to media relations in the region
Conceptual resources from global communication and cross-cultural
competence will be utilised with the hope to further develop the
studentsrsquo multilingual sensitivity and their multicultural competence
which should help them better adapt to their future professional life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a articulate the social systems and the characteristics of persuasive
communication in the Greater China region
b articulate the media systems and characteristics that are relevant
to media relations management in the region
c evaluate the appropriateness and effectiveness of the language for
persuasion in the region based on their acquired knowledge of the
communicative norms and variations within the region
d plan design and produce integrated materials for public
communication campaigns and managing publicity for the
corporation
e broaden outlooks with enhanced knowledge and understanding of
the linkages and differences in the Greater China region
f enhance biliteracy and trilingualism with heightened awareness
and performance in using different Chinese varieties and styles in
relation to the context of the region
Subject
Synopsis
Indicative
Syllabus
1 The emergence of the concept Greater China and its constituents
2 Governmental policies and practice of communications in Greater
China
3 Public opinions and corporate image management in Greater
China
4 External corporate communications in Greater China
interpersonal dimension
5 External corporate communications in Greater China media
systems and practice
92
Teaching
Learning
Methodology
In addition to attending lectures and tutorials students are provided with
tasks that require survey evaluation and comparison as well as practice
of various forms of corporate communication and of managing
interpersonal and media relations for the corporation in the region
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation
oral quiz 20
2 Problem set 40
3 Quiz 20
4 Participation
tutorial 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The presentation oral quiz allows the students to demonstrate their
understanding of lecture content and provides them with an opportunity
to deal with a special topic within the subject in depth The problem set
will involve applying the conceptual resources learned from the subject
to 1) critically evaluate and justify the suitability of persuasive
communication(s) in Greater China 2) critique the existing approaches
and construct an alternative model for persuasive communication in the
region andor 3) plan and design materials for effective public
communication campaigns in the region While the quiz assesses the
studentsrsquo grip of the subject matter of a general nature the students are
also encouraged to participate actively in class by discussing with their
fellow classmates in the QampA session after the presentation oral quiz
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and Discussion 35 Hrs
Writing and Problem-solving Tasks 35 Hrs
Total student study effort 109 Hrs
93
Reading List
and
References
Lu Xing Wenshan Jia and D Ray Heisey (ed) 2002 Chinese
Communication Studies Contexts and Comparisons Westport CT Ablex
Publishing
Miller Dan P amp Robert L Heath 2004 Responding to Crisis A Rhetorical
Approach to Crisis Communication Mahwah NJ Lawrence Erlbaum
Associates Publishers
Magala Slawomir (ed) 2005 Cross-cultural Competence London
Routledge
McPhail Tomas L 2006 Global Communication Theories Stakeholders
and Trends Malden MA Blackwell Publishing
Rawnsley Gary D and Ming-Yeh T Rawnsley (ed) 2003 Political
Communications in Greater China New York RoutledgeCurzon
Stiff James B and Paul A Mongeau 2003 Persuasive Communication
New York The Guiford Press
Wu Doreen D (ed) (2008) Discourses of Cultural China in the
Globalising Age Hong Kong Hong Kong University Press
Yu Bin (ed) 1996 Dynamics and Dilemma Mainland Taiwan and Hong
Kong in a Changing World New York Nova Science Publishers
陳國明主編 2004《中華傳播理論與原則》五南圖書出版股份有限
公司
胡泳ldquo在互聯網上營造公共領域rdquo《現代傳播》2010 年第 1 期
单业才编著 2007 《企业危机管理与媒体应对》北京 清華大學出
版社
林景新著 2009《网络危机管理》廣州暨南大學出版社
劉建明 2006 《新聞發布概論》北京 清華大學出版社
張海洋 2006《中國的多元文化與中國人的認同》民族出版社
翟學偉 1994 《面子 人情 關係網》河南人民出版社
翟学伟 2011 《中国人的脸面观 形式主义的心理动因与社会表
征》 北京大学出版社
朱海松 2010 《网络的破碎化传播传播的不确定性与复杂适应
性》中国市场出版社
單波石義彬劉學 2011《新闻传播学的跨文化转向》上海交通
94
大學出版社
石国亮 2012《新媒体时代公关案例》 研究出版社
黎佩兒 2012《香港傳媒-新聞自由與政治轉變》天地圖書出版
社
The Reading List and References are indicative Relevant reading materials will
be suggested and assigned from time-to-time when they are deemed appropriate
95
Subject Code SPD4566
Subject Title Consecutive Interpreting
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Pre-requisite SPD3262 Interpreting for the Professions
Objectives
This subject is designed to consolidate the basic interpreting skills
learnt in ldquoSPD3262 Interpreting for the Professionsrdquo and further
develop studentsrsquo interpreting abilities by training them to be able to
undertake consecutive interpreting (CI) tasks on general topics in
the workplace In this subject students will learn some essential CI
skills such as active listening note-taking and oral presentation to
behave professionally in CI Practice will focus on CI tasks on
various topics between Chinese (MandarinCantonese) and English
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a master the basic skills and strategies essential to CI
b recognise the specific requirements of an interpreting task
c make adequate preparation for a CI task
d apply CI to a wide variety of situational uses
e undertake interpreting tasks in the workplace
Subject Synopsis
Indicative Syllabus
1 Basic concepts of interpretation
Functions and features of different types of interpretation
Criteria for good interpretation
Professional ethics and practice
2 Skills for CI
Note-taking skills
Improvisation skills
Public speaking skills
Sight translation skills
TeachingLearning
Methodology
Classes will be conducted in a language laboratory in an interactive
mode Speech recordings on current affairs will be used in classes as
training materials to keep students updated on latest events to
widen their vocabulary and to enrich their repertoire of expressions
In addition audio and video recordings of professional interpreters
will be shown in order to expose learners to different interpreting
styles Students will also be asked to research on interpreting
assignments that cover a variety of topics on current local and
international issues Through class discussion students are guided to
develop self-evaluation and peer-evaluation skills
96
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Class
participation and
performance
10
2 Mid-term quiz 30
3 After-class
practice 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject adopts formative assessment method Specifically
students will be assessed through a series of quizzes in the course of
learning These quizzes will be conducted at different learning
stages to assess studentsrsquo performance under pressure and to
evaluate studentsrsquo progress of learning CI from Chinese (mainly
Cantonese) to English and English to Chinese (mainly Cantonese)
will carry equal weighting in the assessment
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises outside
class 39 Hrs
Reading lecture notes and doing interpreting
assignments 39 Hrs
Total student study effort 117 Hrs
Reading List and
References
Gentile Adolfo Uldis Ozolins amp Mary Vasilakakos 1996 Liaison
Interpreting A Handbook Melbourne Melbourne University Press
Gillies Andrew 2005 Note-taking for Consecutive Interpreting A
Short Course Manchester St Jerome Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
97
Subject Code SPD4568
Subject Title Translation for Business and Commerce
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to train students in the practice of translation for
business and commerce Students will be introduced to basic concepts
and principles relating to business and commercial translation
Through a variety of hands-on tasks students will acquire and apply
specific strategies and techniques to tackle translational problems in
various types of business and commercial texts Students will also
learn to think critically about ethical issues that professional
translators face in the industry
Intended Learning
Outcomes
At the end of the course students should be able to
a Reflect critically on basic concepts and principles relating to
business and commercial translation
b Identify specific strategies and techniques in solving
translational problems in business and commercial texts
c Apply the concepts principles strategies and techniques
acquired to the translation of various types of texts in the
business and commercial domain
Subject Synopsis
Indicative
Syllabus
1 the nature and function of business and commercial translation
2 basic concepts and principles
3 translating general business documents strategies and
techniques
4 translating technical financial documents strategies and
techniques
TeachingLearning
Methodology
This subject will be conducted in a highly interactive seminar mode
Lectures will be complemented by hands-on tasks and class
discussions Assignments will be designed to help learners apply the
knowledge acquired in class to practical translation work
98
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Assignment 1 25
2 Assignment 2 25
3 Assignment 3 25
4 Assignment 4 25
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Being a skill-oriented subject assessment is based primarily on
assignments and an end-of-semester class test
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References Brett Michael (2000) How to Read Financial Pages London Random
House
Downes J amp Goodman J E (2006) Barronrsquos Dictionary of Finance
and Investment Terms 7th edition New York Barronrsquos
Downes J amp Goodman J E (2003) Barronrsquos Finance amp Investment
Handbook New York Barronrsquos
周兆祥(2004)《財經翻譯精要》香港商務印書館
李德鳳(2007)《財經金融翻譯》香港香港大學出版社
白雲開 (2001)《21世紀商用中文書信寫作手冊》香港香港城
市大學出版社
張新紅李明 (2011)《商務英語翻譯》北京高等教育出版社
99
陳仕彬 (2003) 《金融翻譯技法》香港中文大學出版社
許建忠 (2003)《工商企業翻譯實務》香港中文大學出版社
方夢之毛忠明 (2008) 《英漢mdash漢英應用翻譯綜合教程》上
海上海外語教育出版社
李長栓 (2012) 《非文學翻譯理論與實踐》北京中國對外翻譯
出版公司
王恩冕 (2005) 《如何翻譯英語報刋經濟文章》北京對外經濟
貿易大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
7
(b) Discipline Specific Requirements (DSR) (51 credits)
Indicative Area Subject Title Level
Compulsory Subjects (9 subjects 3 credits each)
Bilingual Studies SPD3261 Introduction to Bilingual Studies 3
Translation amp Interpreting
SPD3189 Translation for the Workplace 3
SPD3262 Interpreting for the Professions 3
Linguistics SPD3260 Analysis of Modern Chinese 3
SPD3270 Analysis of English 3
Bilingual Communication
SPD3263 Introduction to Bilingual Communication 3
DSLR English SPD4553 English for Chinese Cultural Themes 4
DSLR Chinese SPD4554 Chinese and Bilingual Academic Inquiry 4
Capstone SPD4557 Integrated Study (Bilingual Studies) 4
Elective Subjects^ (any 8 subjects 3 credits each at most 1 subject at Level 3)
English Language
SPD3225 Written English for Professionals 3
SPD3226 Spoken English for Professionals 3
SPD4468 Writing for Marketing and Public Relations Purposes in English
4
Linguistics
SPD4337 English and Chinese in Contrast 4
SPD4556 Languages in Contemporary Societies 4
SPD4564 Classical Chinese for Today 4
Translation amp Interpreting
SPD4346 Translation for the Media 4
SPD4558 Applied Translation Studies 4
SPD4566 Consecutive Interpreting 4
SPD4568 Translation for Business and Commerce 4
Bilingual Communication
SPD4559 Bilingual Communication Workshop 4
SPD4563 Chinese Media in the Bilingual Context 4
SPD4565 Communications in Greater China 4
Discipline-Specific Language Requirement subject
^ Offering of any elective subjects is subject to sufficient enrolment
(c) Work-Integrated Education (WIE) Requirement
WIE is a work-based learning experience which takes place in an organisational
context relevant to a studentrsquos future profession or career or the development of
generic skills that will be valuable in the studentrsquos future career development Going
beyond studying within campus it allows students to learn from the outside world yet
at the same time contribute to the industry and or community
Students of this programme are required to complete 300 hours of WIE during their
study period Relevant work experience accumulated during or after sub-degree studies
8
may be recognised for fulfilment of WIE
Students will be provided with the WIE guidelines and be advised of the procedures
for recognition of prior work experience at programme commencement
1022 Exit Award
Students who have completed the following requirements may apply to exit the
programme of study with an ordinary degree of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) GUR (minimum 9 credits)
(b) DSR
All compulsory subjects except ldquoSPD4557 Integrated Study (Bilingual
Studies)rdquo (24 credits)
Any 4 elective subjects with at least 3 subjects at Level 4 (12 credits)
(c) WIE (non-credit-bearing)
(d) Having a GPA of 20 or above
For details please refer to Section 13112
9
103 Recommended Progression Pattern
All students are required to undertake 5 subjects in each semester without intermission
in order to fulfil the study requirements within the 2-year normal duration of study
They are also required to complete 300 hours of Work-Integrated Education within their
study period
Year amp
Semester
Subject Code and Title Subject
Nature
Year 1
Sem 1
SPD3189 Translation for the Workplace C
SPD3261 Introduction to Bilingual Studies C
SPD3263 Introduction to Bilingual Communication C
SPD4554 Chinese and Bilingual Academic Inquiry C
GUR Subject GUR
Year 1
Sem 2
SPD3260 Analysis of Modern Chinese C
SPD3262 Interpreting for the Professions C
SPD3270 Analysis of English C
SPD4553 English for Chinese Cultural Themes C
GUR Subject GUR
Year 2
Sem 1
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
GUR Subject GUR
Year 2
Sem 2
SPD4557 Integrated Study (Bilingual Studies) C
Elective Subject E
Elective Subject E
Elective Subject E
Elective Subject E
C = Compulsory E = Elective GUR = General University Requirements
Remarks
1) The subject offering schedule is subject to change at the discretion of the School
2) For elective subjects priority in enrolment will be granted to students in that particular year of study
3) Offering of any elective subjects is subject to sufficient enrolment
4) Students who are required to take LCR subject(s) will be informed of the study schedule separately
These students are advised to consult the Programme Leader on their progression patterns should
they have any concerns on their study load taking into consideration the LCR subject(s) they are
required to take
10
104 Curriculum Mapping
Below is a mapping of subjects of the Bachelor of Arts (Honours) in Bilingual Studies
with reference to the programme intended learning outcomes The mapping focuses
on how each of the programme outcomes is introduced reinforced and assessed
Subject Code Subject Title Programme Intended Learning Outcomes
(a) (b) (c) (d) (e) (f) (g)
Co
mp
uls
ory
Su
bje
cts
SPD3189 Translation for the Workplace I A R A I A
SPD3260 Analysis of Modern Chinese I A R A I A
SPD3261 Introduction to Bilingual Studies I A I A I A
SPD3262 Interpreting for the Professions I A R A I A
SPD3263 Introduction to Bilingual
Communication I A I A
SPD3270 Analysis of English R A R A
SPD4553 English for Chinese Cultural
Themes R A R A
SPD4554 Chinese and Bilingual Academic
Inquiry I A R A R A I A
SPD4557 Integrated Study (Bilingual
Studies) R A R A R A R A R A R A R A
Ele
ctiv
e S
ub
ject
s
SPD3225 Written English for Professionals R A R A
SPD3226 Spoken English for Professionals R A R A
SPD4337 English and Chinese in Contrast R A R A R A
SPD4346 Translation for the Media R A R A R A
SPD4468
Writing for Marketing and
Public Relations Purposes in
English
R A R A R A
SPD4556 Languages in Contemporary
Societies R A R A I A R A
SPD4558 Applied Translation Studies R A R A R A R A
SPD4559 Bilingual Communication
Workshop R A R A
SPD4563 Chinese Media in the Bilingual
Context R A R A R A
SPD4564 Classical Chinese for Today R A R A R A
SPD4565 Communications in Greater
China R A R A
SPD4566 Consecutive Interpreting R A R A R A
SPD4568 Translation for Business and
Commerce RA R A R A
Introduced (I) That the learning leading to the particular intended outcome is introduced in that subject Reinforced (R) That the learning leading to the particular intended outcome is reinforced in that subject Assessed (A) That the learning leading to the particular intended outcome is assessed in that subject
11
11 MEDIUM OF INSTRUCTION
The medium of instruction is English and Chinese (Cantonese and Putonghua when
spoken)
12 TEACHING AND LEARNING METHODS
The teaching learning philosophy underlying this programme is based on a holistic
diversified and flexible approach teaching students how to learn instead of what to
memorise and equipping them with the requisite skills required of a ldquolifelongrdquo learner
On the whole various teaching and learning strategies are adopted which are geared
to the needs and characteristics of the students
The teaching and learning activities are organised coherently according to the
programme learning outcomes subject nature the particular subject topics level of
difficulty and the integration among other components and subjects of the programme
A variety of teaching and learning methods will be used
The main form of teaching is through the use of interactive lectures supplemented
with tutorial exercises (such as case studies projects and presentations) and various
kinds of audio-visual aids Students also have the chance to gain exposure to
experiential learning self-directed learning case-based learning and problem-based
learning
Web-based teaching is another characteristic of the subjects of this programme It is
used to complement face-to-face teaching not only for encouraging studentsrsquo active
participation but also to encourage them to make use of websites for information
collection
To facilitate learning the subject lecturers not only play the role of introducing new
concepts imparting knowledge but also act as facilitators to encourage students to
share their ideas and experience through class discussion case study oral presentation
and group activities
13 ASSESSMENT AND EXAMINATIONS
131 Principles of Assessment
Assessment of learning and assessment for learning are both important for assuring the
quality of student learning Assessment of learning is to evaluate whether students have
achieved the intended learning outcomes of the subjects that they have taken and have
attained the overall learning outcomes of the programme at the end of their study at a
standard appropriate to the award Appropriate methods of assessment that align with
the intended learning outcomes are designed for this purpose The assessment methods
will also enable the teacher to differentiate studentsrsquo different levels of performance
within the subject Assessment for learning is to engage students in productive learning
activities through purposefully designed assessment tasks
12
Assessment will also serve as feedback to students The assessment criteria and
standards should be made explicit to students before the start of the assessment to
facilitate student learning and feedback provided should link to the criteria and
standards Timely feedback will be provided to students so that they are aware of their
progress and attainment for the purpose of improvement
132 Assessment Methods
Studentsrsquo performance in a subject is assessed by continuous assessment and or
examinations as deemed appropriate Where both methods are used the weighting of
each in the overall subject grade has been clearly stated in Section Two of this
document
To pass a subject a student must obtain a pass grade in both continuous assessment
AND examination if any Continuous assessment may include tests assignments
projects presentations and other forms of classroom participation depending on the
subject area Assignments which involve group work will nevertheless include some
individual components therein The contribution made by each student in continuous
assessment involving group effort shall be determined and assessed separately and
this can result in different grades being awarded to students in the same group
At the beginning of each semester the subject lecturer will inform students of the
details of the methods of assessments to be used within the assessment framework as
specified in this document
13
133 Grading
Assessment grades shall be awarded on a criterion-referenced basis A studentrsquos
overall performance in a subject shall be graded as follows
Subject
Grade
Grade
Point
Short
Description
Elaboration on subject grading description
A+ 45 Exceptionally
Outstanding
The studentrsquos work is exceptionally
outstanding It exceeds the intended subject
learning outcomes in all regards A 4 Outstanding The studentrsquos work is outstanding It exceeds
the intended subject learning outcomes in
nearly all regards
B+ 35 Very Good The studentrsquos work is very good It exceeds
the intended subject learning outcomes in most
regards B 3 Good The studentrsquos work is good It exceeds the
intended subject learning outcomes in some
regards
C+ 25 Wholly
Satisfactory
The studentrsquos work is wholly satisfactory It
fully meets the intended subject learning
outcomes C 2 Satisfactory The studentrsquos work is satisfactory It largely
meets the intended subject learning outcomes
D+ 15 Barely
Satisfactory
The studentrsquos work is barely satisfactory It
marginally meets the intended subject learning
outcomes D 1 Barely
Adequate
The studentrsquos work is barely adequate It
meets the intended subject learning outcomes
only in some regards
F 0 Inadequate The studentrsquos work is inadequate It fails to
meet many of the intended subject learning
outcomes
lsquoFrsquo is a subject failure grade whilst all others (lsquoDrsquo to lsquoA+rsquo) are subject pass grades
No credit will be earned if a subject is failed
14
134 Grade Point Average
There are different types of Grade Point Average (GPA) as described below All of
them are capped at 40
1341 GPA (cumulative GPA)
Cumulative GPA is computed as follows
GPA =
n
n
ValueCredit Subject
ValueCredit Subject Point x GradeSubject
Where n = Number of all subjects (inclusive of failed subjects) taken by the student up to
and including the latest semester term For subjects which have been retaken
only the grade point obtained in the final attempt will be included in the GPA
calculation
In addition the following subjects will be excluded from the GPA calculation
(i) Exempted subjects
(ii) Ungraded subjects
(iii) Incomplete subjects
(iv) Subjects for which credit transfer has been approved but without any grade
assigned3
(v) Subjects from which a student has been allowed to withdraw (ie those with the
code lsquoWrsquo)
A student who is absent from an examination will be given a fail grade the respective
subject will be included in the GPA calculation and will be counted as ldquozerordquo grade
point GPA is thus the unweighted cumulative average calculated for a student for all
relevant subjects taken from the start of the programme to a particular point of time
GPA is an indicator of overall performance
1342 Semester GPA
Calculation of Semester GPA is similar to the rules for GPA as described above
except that only subjects taken in that semester including retaken subjects will be
included This Semester GPA will be used to determine studentsrsquo eligibility to
progress to the next semester alongside with the cumulative GPA However the
Semester GPA calculated for the Summer Term will not be used for this purpose
unless the Summer Term study is mandatory for all students of the programme
concerned and constitutes part of the graduation requirements
3 Subjects taken in PolyU or elsewhere and with grades assigned and for which credit transfer has
been approved will be included in the GPA calculation
15
1343 Weighted GPA
Along with the cumulative GPA a Weighted GPA will also be calculated to give an
indication to the Board of Examiners on the award classification which a student will
likely get if he she makes steady progress on his her academic studies
Weighted GPA will be computed as follows
n
n
i
i
W ValueCredit Subject
W ValueCredit Subject Point GradeSubject
GPA Weighted
where Wi = Weighting to be assigned according to the level of the subject
n = Number of all subjects counted in GPA calculation as set out in 1341
above except those subjects outside the programme curriculum GUR
subjects will be included
For calculating the Weighted GPA (and Award GPA) to determine the award
classification of students who satisfy the graduation requirements a standard
weighting will be applied to all subjects of the same level with a weighting of 2 for
Level 1 and 2 subjects and a weighting of 3 for Level 3 and 4 subjects This is also
applicable to the classification of ordinary degree exit award
1344 Award GPA
When a student has satisfied the requirements for award an Award GPA will be
calculated to determine his her award classification
If the student has not taken more subjects than required the Award GPA will be the
same as the Weighted GPA
Any subjects passed after the graduation requirement has been met or subjects taken
on top of the prescribed credit requirements for award shall not be taken into account
in the Award GPA However if a student attempts more elective subjects (or optional
subjects) than those required for graduation in or before the semester in which he she
becomes eligible for award the elective subjects (or optional subjects) with a higher
grade contribution shall be included in the Award GPA (ie the excessive subjects
attempted with a lower grade contribution including failed subjects will be
excluded)
135 Role of Subject Assessment Review Panel
Subject Assessment Review Panel (SARP) is responsible for monitoring the academic
standard and quality of subjects and ratifying subject results SARP will review the
distribution of grades within a subject and finalise the grades at the end of each
semester before submission to the Board of Examiners (BoE) The BoE will not
attempt to change the grades SARP is also responsible for deciding the granting of
late assessment to students and the form of late assessment
16
SARP shall include the Director of SPEED or his her delegate the relevant subject
examiners and where appropriate the Programme Leader
136 Role of Board of Examiners
The Board of Examiners (BoE) shall meet at the end of each semester to review
studentsrsquo progress and is responsible to the College Board of the College of
Professional and Continuing Education (CPCE) for making decision on
(a) the classification of awards to be granted to each student on completion of the
programme
(b) de-registration cases and
(c) cases with extenuating circumstances
The BoErsquos membership should be composed of staff members associated with the
programme and some senior members The Chairman will normally be the Director of
SPEED
137 Academic Probation
If the cumulative GPA of a student is below 20 he she will be put on academic
probation in the following semester Once a student is able to pull his her cumulative
GPA up to 20 or above at the end of the semester the status of ldquoacademic probationrdquo
will be lifted The status of ldquoacademic probationrdquo will be reflected in the assessment
result notification but not in the transcript of studies
A student on academic probation will be required to take a reduced study load To
help improve the academic performance of the student the School will decide the
maximum number of credits to be taken by him her in the probation semester
138 Progression and De-registration
A student will have ldquoprogressingrdquo status unless he she falls within the following
categories any one of which shall be regarded as grounds for de-registration from the
programme
(a) the student has exceeded the maximum period of registration for the programme
as specified in this document or
(b) the studentrsquos cumulative GPA is lower than 20 for two consecutive semesters
and his her semester GPA in the second semester is also lower than 20 or
(c) the studentrsquos cumulative GPA is lower than 20 for three consecutive semesters
When a student falls within the categories as stipulated above the BoE shall de-
register the student from the programme without exception
Notwithstanding the above the BoE has the discretion to de-register a student with
extremely poor academic performance before the time frame specified in categories (b)
17
and (c) above if it is deemed that there is not much of a chance for the student to
attain a GPA of 20 at the end of the programme
139 Late Assessment
A student who has been absent from an examination or other assessment because of
illness injury or other unforeseeable reasons may apply to sit a late assessment
Permission is subject to the approval of SARP as late assessment is not an automatic
entitlement Should a late assessment be granted the actual grade attained will be
awarded
Late assessment for subjects normally shall take place before the commencement of
the following academic year (except for Summer Term which may take place within
3 weeks after the finalisation of Summer Term results) Depending on the decision of
SARP late assessment may be arranged during the examination period of the
following semester term
Except with special approval students who have not yet completed the late
assessment for a subject which is the pre-requisite of another subject will not be
allowed to take the follow-on subject
1310 Retaking of Subjects
No re-assessment will be granted for students in all circumstances Students who
have failed a subject are required to retake the subject if it is compulsory for the
programme If the failed subject is an elective students may choose to retake the
subject or take another elective within the programme as replacement Retaking of
failed subjects or taking replacement subjects should be completed within the
maximum period of registration
Students may retake any subject (except GUR subjects which have been passed) for
the purpose of improving their grade without having to seek approval but they must
retake a compulsory subject which they have failed ie obtained an F grade Retaking
of subjects is with the condition that the maximum study load of 21 credits per
semester is not exceeded Students wishing to retake passed subjects will be accorded
a lower priority than those who are required to retake (due to failure in a compulsory
subject) and can only do so if places are available
The number of retakes of a subject is not restricted Only the grade obtained in the
final attempt of retaking (even if the retake grade is lower than the original grade for
originally passed subject) will be included in the calculation of the GPA Weighted
GPA and Award GPA If students have passed a subject but failed after retake credits
accumulated for passing the subject in a previous attempt will remain valid for
satisfying the credit requirement for award (The grades obtained in previous attempts
will only be reflected in the transcript of studies)
In cases where a student takes another subject to replace a failed elective subject the
fail grade will be taken into account in the calculation of the GPA despite the passing
of the replacement subject
18
1311 Eligibility for Award
13111 Honours Degree Award
Students will be eligible for the PolyU-SPEED award of ldquoBachelor of Arts (Honours)
in Bilingual Studiesrdquo if they satisfy the conditions listed below
(a) Successful completion of at least 60 credits including GUR and DSR as
specified under Section 1021 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1021 (c) and
(c) Having a GPA of 20 or above
Students are required to graduate as soon as they satisfy the respective conditions for
the award
13112 Ordinary Degree Award
Students who have fulfilled the following requirements may apply to exit the
programme with an ordinary degree award of ldquoBachelor of Arts in Bilingual
Studiesrdquo
(a) Successful completion of at least 45 credits including GUR and DSR as
specified under Section 1022 (a) ndash (b) and
(b) Completion of WIE as specified under Section 1022 (c) and
(c) Having a GPA of 20 or above
Applications for exit award should be submitted in writing to the School before the
start of the examination period of the semester concerned The School reserves the
right not to consider late application in the respective semester
To be eligible for the granting of the exit award students will be required to quit the
honours degree programme of study Re-admission of students who have obtained the
exit award to the same programme of study is not automatic and will be considered
only under exceptional circumstances
1312 Guidelines for Award Classification
13121 Honours Degree Award Classification
This section is applicable to students who have fulfilled the requirements for
Honours Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
19
Classification Guidelines
1st Class
Honours
The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered by
the programme
2nd Class
Honours
(Division 1)
The student has reached a standard of performance attainment
which is more than satisfactory but less than outstanding
2nd Class
Honours
(Division 2)
The student has reached a standard of performance attainment
judged to be satisfactory and clearly higher than the ldquoessential
minimumrdquo required for graduation
3rd Class
Honours
The student has attained the ldquoessential minimumrdquo required for
graduation at a standard ranging from just adequate to just
satisfactory
Under exceptional circumstances a student who has completed an Honours degree
programme but has not attained Honours standard may be awarded a Pass-without-
Honours degree A Pass-without-Honours degree award will be recommended
when the student has demonstrated a level of final attainment which is below the
ldquoessential minimumrdquo required for graduation with Honours from the programme in
question but when he she has nonetheless covered the prescribed work of the
programme in an adequate fashion while failing to show sufficient evidence of the
intellectual calibre expected of Honours Degree graduates A Pass-without-Honours
is an unclassified award but the award parchment will not include this specification
13122 Ordinary Degree Award Classification
This section is applicable to students who have fulfilled the exit award requirements
and are allowed to exit the programme of study for Ordinary Degree
In using these guidelines for award classification the BoE shall exercise its
judgement in coming to its conclusions as to the award for each student and where
appropriate may use other relevant information The following are guidelines for
the BoErsquos reference in determining award classifications
Classification Guidelines
Distinction The studentrsquos performance attainment is outstanding and
identifies him her as exceptionally able in the field covered
by the programme
Credit The student has reached a standard of performance
attainment which is more than satisfactory but less than
outstanding
Pass The student has reached a standard of performance
attainment ranging from just adequate to satisfactory
20
1313 Appeals against Assessment Results
A student may appeal against the assessment results within 7 working days upon the
announcement of the results Any appeal should be directed to the Director of
SPEED in writing
Appeal against subject results may lead to a change in the subject grade which may
go upward or downward
1314 Academic Dishonesty and Disciplinary Actions
13141 For students who have been awarded a failure grade as a result of disciplinary action
a remark lsquorsquo will be recorded against the concerned subject failure grade denoting
ldquoDisqualification of result due to academic dishonestyrdquo The remark will appear on
the assessment result notification and transcript of studies until the students leave
the School
The remark will normally cover the following misconduct cases
cheating in assessment work tests or examinations
aiding academic dishonesty
plagiarism
violating rules governing the conduct of examinations that are related to possible
cheating
Students who have been recorded with the remark will also be subject to the penalty
of the lowering of award classification by one level upon graduation The minimum
of downgraded overall result will be kept at a pass
13142 Students who have committed disciplinary offences (covering both academic and
non-academic related matters) will be put on ldquodisciplinary probationrdquo normally for
one year and this will be shown on assessment result notification transcript of
studies and testimonial during the probation period until their leaving the School
For special cases which warrant heavier penalty the CPCE Student Discipline
Committee may specify a longer probation period
Students who have been put on disciplinary probation will be deprived of certain
privileges
13143 Other penalties may also be imposed on students who have committed academic
dishonesty and or disciplinary offences Details are specified on the SPEED
Student Handbook
1315 Exceptional Circumstances
Absence from an assessment component
If a student is unable to complete all the assessment components of a subject due to
illness or other circumstances beyond his her control and considered by the SARP
as legitimate the SARP will determine whether the student will have to complete
21
the assessment and if so by what means
Aegrotat award
If a student is unable to complete the requirements of the programme in question for
the award due to very serious illness or other very special circumstances which are
beyond his her control and considered by the BoE as legitimate CPCE will
determine whether the student will be granted an aegrotat award Aegrotat award
will be granted under very exceptional circumstances
A student who has been offered an aegrotat award shall have the right to opt either
to accept such an award or request to be assessed on another occasion to be
stipulated by the BoE the studentrsquos exercise of this option shall be irrevocable
The acceptance of an aegrotat award by a student shall disqualify him her from any
subsequent assessment for the same award
An aegrotat award shall normally not be classified and the award parchment shall
not state that it is an aegrotat award However the BoE may determine whether the
award should be classified provided that they have adequate information on other
studentsrsquo academic performance
Other particular circumstances
A studentrsquos particular circumstances may influence the procedures for assessment
but not the standard of performance expected in assessment
1316 Other Regulations
Students of the Bachelor of Arts (Honours) in Bilingual Studies are bound by all
other regulations of PolyU PolyU SPEED
14 TAKING ADDITIONAL SUBJECTS AFTER GRADUATION
Students will be allowed to take additional subjects for broadening purpose in the
semester after they fulfil the graduation requirements However students will still
be subject to the maximum study load of 21 credits per semester and the availability
of places in the subjects concerned and their enrolment will be as subject-based
students only
After a student fulfils the graduation requirements in a semester he she may
continue to enrol as a subject-based student in the following semester only In the
case when the Summer Term is mandatory for all students of a programme students
who have fulfilled the graduation requirements in Semester 2 will be allowed to take
additional subjects in Semester 1 of the following academic year and not necessarily
during the Summer Term These students will be subject-based students only and
cannot use the results of the additional subjects to improve their GPA or Award GPA
Section Two
Subject Description Forms of
Discipline Specific Requirements
Subjects
Information on GUR subjects is available on the Student Portal (wwwspeed-
polyueduhkmySPEED)
22
Subject Code
SPD3189
Subject Title
Translation for the Workplace
Credit Value
3
Level
3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This course aims to equip students with skills in translating different
documents in the workplace from English to Chinese and vice versa
The main purposes are to enable students to understand the
translation theories and skills and be able to apply them in the
translation of workplace texts
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the general translation theories
b identify the formats of different workplace texts and
c apply the translation theories and skills in rendering different
workplace texts
Subject Synopsis
Indicative Syllabus
Translation theories strategies and skills
Translation process Peter Newmarkrsquos Semantic Translation and
Communicative Translation Yan Fursquos translation theories Xin Da
and Ya Formal Equivalence and Functional Equivalence
transliteration literal translation liberal translation addition
omission repetition rearrangement of words and expressions the
importance of context collocation and connotation and translation
of idioms and numbers
Formats of different workplace texts
Formats of different workplace texts such as notices official letters
memos promotional materials and minutes
Application of theories in translating different workplace texts
Translation of the different workplace texts mentioned above and
discussion of good and bad examples
TeachingLearning
Methodology
Lectures should focus on translation theories and skills formats of
workplace texts and application of theories with in-class discussion
and practice
Tutorials are used to discuss studentsrsquo performance in assignments
and group presentations Good and bad examples are shown to
facilitate studentsrsquo understanding of how a document should be
translated
23
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments 20
3 Group assignments 10
4 Class participation 10
Examination 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
吳尚智 顏婉雲 amp 江偉萍 (2005) 中英實務寫作與翻譯手冊 香
港香港城市大學
許建平 (2008) 研究生英語實用翻譯教程 北京 中國人民大學
出版社
References
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版社
李明 張新紅 amp 李克興編 (2003) 商務英語翻譯 英譯漢 北京
高等教育出版社
24
許建忠 (2002) 工商企業翻譯實務 北京 中國對外翻譯出版公
司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
周兆祥 amp 範志偉 (2004) 財經翻譯精要 香港 商務印書館
陸國強 (2013) 漢譯英常用表達式經典慣例 上海 上海外語教
育出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
25
Subject Code
SPD3260
Subject Title Analysis of Modern Chinese
Credit Value 3
Level 3
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help students to synthesise the concepts and
methodology they have accumulated in all the subjects in the
language and communication block in order to describe lexical
items phrases and sentence types of Modern Chinese systematically
Another purpose is to provide students with the necessary analytical
skills to recognise and compare regional varieties of Modern
Chinese especially in written genres Lastly this subject seeks to
enable students to apply the subject knowledge and generic skills
learned in this subject to other subjects on the programme and more
importantly in their future career in terms of both justifying their
understanding and to defend their interpretation of Chinese
sentences
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a apply the concepts of linguistics theories to describing and
analysing the structure meaning and actual usage of Modern
Chinese
b critically identify and evaluate variations in written Chinese
c develop critical and logical thinking through the application of
grammatical analysis of Modern Chinese and
d tackle intellectual problems from multiple perspectives
Subject Synopsis
Indicative Syllabus
1 Overview the formation of Modern Chinese
2 The sound system
3 The writing system(s)
4 Phrases and sentences
5 Words and word classes
6 Nominal structure
7 Subject-predicate structure
8 Verb-object and verb-complement structures
9 Serial verb construction
10 Passive and disposal constructions
11 Subordinative and coordinative structures
12 Regional varieties of Modern Chinese
26
TeachingLearning
Methodology
Lectures are conducted interactively and hands-on exercises are
provided for the students to apply their analytical skills to solving
problems in Chinese grammar All assignments are designed to
provide students with tasks that require the evaluation synthesis and
application of syntactical and morphological concepts and
approaches to the critical analysis and discussion of Chinese
language
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Assignment 30
2 Presentation 10
3 Written report 20
4 Take-home test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed by an assignment a presentation a written
report and a final test The assignment is designed to test the
studentsrsquo ability to apply grammatical concepts to describe evaluate
and analyse Chinese forms and patterns The presentation and the
written report are for students to evaluate the literature critically and
to systematically analyse an issue in Standard Chinese The take-
home test is a summative assessment on important contents of the
subject
Student Study
Effort Expected
Class contact
Lectures 39 Hrs
Other student study effort
Library search 39 Hrs
Reading lecture notes and reference 39 Hrs
Total student study effort 117 Hrs
27
Reading List and
References Recommended Books References
曹煒 2004《現代漢語詞匯研究》北京北京大學出版社
鄧思穎 2010《形式漢語句法學》上海上海教育出版社
符淮青 2011《現代漢語詞彙》香港 商務印書館(香港)有
限公司
葛本儀 2001《現代漢語詞彙學》濟南山東人民出版社
郭銳2002《現代漢語詞類研究》北京商務印書館
胡明揚 1996《詞類問題考察》北京北京語言學院出版社
李家樹陳遠止謝耀基 1999《漢語綜述》香港香港大學
出版社
劉叔新 2005 《漢語描寫詞匯學》(重排本)北京商務印書
館
陸儉明沈陽 2004《漢語和漢語研究十五講》(第二版)北
京北京大學出版社
呂叔湘等著 2010《語法研究入門》(第五版)北京商務印
書館
馬真 1997《簡明實用漢語語法教程》北京北京大學出版
社
人民教育出版社中學語文室 1984《中學教學語法系統提要》
(試用)
邵敬敏主編 2007《現代漢語通論》(第二版)上海上海教
育出版社
邢福義 1998《漢語語法學》長春東北師範大學出版社
邢福義 2001《漢語複句研究》北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
28
Subject
Code
SPD3261
Subject
Title
Introduction to Bilingual Studies
Credit
Value
3
Level 3
Medium of
Instruction
English and Chinese
Pre-
requisite
Co-
requisite
Exclusion
Nil
Objectives
This subject provides an introduction to bilingual studies covering the three
major sub-areas of the programme namely linguistics translation amp
interpreting and bilingual communication It also provides a schema as to
how these three sub-areas work together under the overarching area of
bilingual studies Lastly it puts bilingual studies in the language context of
Chinese and English and the community context of Hong Kong
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a have a general grasp of bilingual studies
b have an understanding of the three sub-areas of bilingual studies
namely linguistics translation amp interpreting and bilingual
communication
c embark on deeper and more concrete studies in the 3 sub-areas
d apply the general principles of bilingual studies to the Chinese-English
context
e apply Chinese-English bilingual studies to Hong Kong and
linguistically similar communities
Subject
Synopsis
Indicative
Syllabus
1 Language
a What is language
b Analysing Language
c Language in Society
d Languages in the World
2 Bilingualism in linguistics and beyond
a Bilinguality
b Societal bilingualism
c Bilingualism and biculturalism
3 Translation and interpreting
a Bridging two worlds
b Translation
c Interpreting
4 Bilingual communication
a Language switch by a bilingual
29
b Language choice in a bilingual community
c Relation between two language varieties
5 Chinese-English bilingual studies
a English as a world language
b Varieties of Chinese
c Hong Kong as an arena
Teaching
Learning
Methodolo
gy
In addition to face-to-face lectures and small group tutorials online
discussions (via Moodle E-learning System) and other computer-assisted
teaching methods will also be used with the help of multimedia (audio and
video) teaching materials Assignments closely related to the real-life use of
language will be given to help student solve language problems
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Take-home
exercises 5
2 Test 1 40
3 Test 2 40
4 Group
project 15
Total 100
Continuous assessment items andor weighting may be adjusted by the subject lecturer
subject to the approval of the School Programme Committee
Two tests will be administered during the semester which will aim to test
the studentsrsquo mastery of basic linguistic knowledge and problem solving
skills In addition students will also be required to conduct research in
groups on a certain linguistic topic in order to further their understanding of
the subject knowledge
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Reading and on-line study 58 Hrs
Preparing for tests 20 Hrs
Group project 10 Hrs
Total student study effort 127 Hrs
30
Reading
List and
References
Recommended Book Reference
For part (a)
Fromkin V Rodman R and Hyams N (2013) An Introduction to
Language (10th ed) Boston WadsworthCengage Learning
For other parts
Relevant reading materials will be suggested and assigned from time-to-time
when they are deemed appropriate
31
Subject Code SPD3262
Subject Title Interpreting for the Professions
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to train students to undertake simple
interpreting tasks This subject aims to help students build a
foundation for the development of essential skills in interpreting
between English and Chinese and vice versa It also uses ample
examples to familiarise students with the principles recurrent issues
and difficulties in interpreting guiding them along from an
introduction to fundamental communication issues in interpreting
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a distinguish the differences between translation and interpreting
b analyse and paraphrase the meaning in the source language
c acquire the skills of active listening and concentration
d acquire fundamental techniques and strategies essential to
interpreting and
e be able to perform interpreting tasks on topics from general areas
Subject Synopsis
Indicative
Syllabus
1 Orientation
- interpreting vs translation
- development of interpreting
- functions and features of different forms of interpreting
- quality assessment of interpreting
2 Codes of ethics
- fidelity
- confidentiality
- impartiality
3 Fundamental skills for interpreting
- active listening
- memory retention
- comprehension
- paraphrasing
- delivery
4 Drills of interpreting
- sight translation
- liaison interpreting
- short consecutive interpreting
32
TeachingLearning
Methodology
The subject will be delivered on a step-by-step basis Trainings on
fundamental skills of interpreting such as listening memorising
paraphrasing and delivering will be given to students at different
learning stages depending on the progress of students Given the
skill-based nature of the subject students will undertake in classes a
number of exercises that are designed to train specific interpreting
skills usually after teacherrsquos demonstration Peer evaluation and self
critiques will be used in order to take learners further into the
concepts skills and techniques
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Quiz-1 10
2 Mid-term quiz 30
3 Quiz-2 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Assessments are conducted regularly on a progressive manner
Assessment criteria include accuracy of delivery cohesion of
delivery intelligibility of delivery clarity of delivery and class
participation
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises
outside class 39 Hrs
Reading lecture notes and doing
interpreting assignments 39 Hrs
Total student study effort 117 Hrs
33
Reading List and
References Recommended Books References
Gile Daniel (2009) Basic Concepts and Models for Interpreter and
Translator Training John Benjamins Publishing Company
Jones Roderick (1998) Conference Interpreting Explained
Manchester St Jerome Publishing
Mason Ian (1999) Dialogue Interpreting Ian Mason St Jerome
Publishing
周兆祥 (1999)《口譯的理論與實踐》商務印書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
34
Subject Code SPD3263
Subject Title Introduction to Bilingual Communication
Credit Value 3
Level 3
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
In Hong Kong it is a common practice especially in the corporate world
that the same message has to be presented in the appropriate language to
readers andor audiences who are either Chinese monoglots or English
monoglots or Chinese-English bilinguals This mode of communication
is not a form of translation and interpretation because it does not involve
a source message Besides communicative norms vary across languages
and between monolingual and multilingual contexts In this age of
globalisation where corporate functions are often done in more than one
language and involve personnel from more than one culture bilingual
communication could be a key to success in the corporate world This
subject together with SPD4559 attempt to prepare students for this
mode of communication in the workplace Specifically the focus of this
subject is to develop in students a grip on the conceptual resources
related to bilingual communicative norms and the conduct and content of
bilingual communication especially its integrated form
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a come to grips with the norms and principles of conducting
language-mediated communication in an age of globalisation
multilingualism and multiculturalism
b develop a communicative sense concerning when and where
monolingual norms or bilingual norms be used
c have a general idea about linguistic varieties and how this concept
relates to bilingual communication in corporate contexts
d the impact of the global spread of bilingualism and globalisation on
corporate communication
e how the emergence of bilingual varieties of communication relate to
the aforementioned developments
35
Subject
Synopsis
Indicative
Syllabus
1 conceptual resources underpinning an understanding of bilingual amp
cross-cultural communication
2 conduct amp content of bilingual communication
3 code choice in corporate communication in multilingual
metropolises
4 cross-lingual variation in communicative norms
5 bilingual mode of oral amp written communications in the private
sector
Teaching
Learning
Methodology
Matter that provides a conceptual grounding for the subject will be
delivered in a number of lectures Attempts to develop studentsrsquo grip of
these concepts will be made via in-class exercises
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks~
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 In-class written
exercises 25
2 In-class oral
exercises 25
3 Quiz 20
4 Subject report 20
5 Attendance amp
participation 10 NA
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Practices and Exercises 35 Hrs
Reading and Writing 35 Hrs
36
Total student study effort 109 Hrs
37
Reading List
and References Recommended (Introductory)
Bilbow G T (1996) Business speaking for Hong Kong Hong Kong
Longman Asia Ltd
Coastal Training Technologies Corporation (2002) Communications
intelligence Business etiquette Carlsbad CA CRM Learning
Luke K K amp Theodossia-Soula P (Eds) (2002) Eds Telephone
calls Unity and diversity in conversational structure across languages
and cultures Amsterdam J Benjamins
Marconi J (2004) Public relations The complete guide Singapore
Thomson
Schultz M Hatch M J amp Larsen M H (Eds) (2000) The
expressive organisation Linking identity reputation amp the corporate
brand Oxford Oxford University Press
Scholte J A (2000) Globalisation A critical introduction
Basingstoke Macmillan
Recommended (Advanced)
Gudykunst W B (2004) Bridging differences Effective intergroup
communication (4th
ed) Thousand Oaks California Sage Publications
Hofstede G (2001) Cultures consequences Comparing values
behaviors institutions and organisations across nations (2nd
ed)
Thousand Oaks California Sage Publications
Hofstede G Hofstede G J amp Minkov M (2010) Cultures and
organisations Software of the mind (3rd
ed) New York McGraw-Hill
References
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
中文資料
中國社科院語言研究所詞典編輯室 (2012) 現代漢語詞典 香港商
務印書館(香港)有限公司
中國社會科學院語言研究所 (2011) 新華字典 北京 商務印書館
吳光華主編 (2003) 新漢英辭典 上海 上海交通大学出版社
徐斌主編 (2003) 現代應用文寫作全書 西安 三秦出版社
張立民等編 (1994) 英漢對照應用文大全 南京 江蘇科學技術出版
社
楊正寬 (2002) 應用文 臺北 楊智文化事業股份有限公司
38
劉俊平 (2014) 應用文實戰手冊 先修班 臺北 三民書局股份有限
公司
蔣磊 (2000) 英汉習語的文化觀照与對比 荊州 武汉大学出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
39
Subject Code SPD3270
Subject Title Analysis of English
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject has the aim of acquainting the students with the structural
properties of the English language in a systematic way Context-related
properties will also be discussed so as to enable students to understand
the internal structures of the language through its use in real life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a demonstrate understanding of the basic structures of English and
their formation processes
b demonstrate that they grasp the basic techniques in segmenting and
representing the major structural patterns in English
c generalise and apply such knowledge and skills to the analysis of
newly-encountered English data
d develop critical and logical thinking
Subject
Synopsis
Indicative
Syllabus
1 Lexical Aspects
- Words and lexemes word categories
- Analysing English words base stem root affix morpheme and
its realisations inflection and derivation
- Word formation processes in English
2 Sentential Aspects
- Categories and structures of sentences clauses and phrases
- Phrases and their main characteristics head and dependents NP
DP AdjP AdvP PP VP
- Inflectional forms of verbs tense aspect mood
- Canonical and non-canonical clauses subject predicate
predicator object complement adjunct
- Sentence patterns and their graphic representations
Teaching
Learning
Methodology
This subject diverges from traditional approaches because it adopts a
data-driven context-oriented perspective in analysing the structural
properties of English
40
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
100
1 Test-1 20
2 Test-2 20
3 Test-3 20
4 Final test 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed through four tests which will assess the studentsrsquo
understanding of the grammatical theories taught and their ability to
apply such knowledge to the analysis of authentic English data
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 80 Hrs
Total student study effort 119 Hrs
Reading List
and References
Main Textbook
Huddleston Rodney and Geoffrey K Pullum (2005) A Students
Introduction to English Grammar Cambridge University Press
References for Further Study
Burridge Kate and Jean Mulder (1998) English in Australia and New
Zealand Oxford University Press
Carter Ronald Rebecca Hughes and Michael McCarthy (2000)
Exploring Grammar in Context Cambridge University Press
Coates Richard (1999) Word Structure Routledge
Gelderen Elly van (2010) An introduction to the grammar of English
41
John Benjamins Publishing Company
Leech Geoffrey and Jan Svartvik (2002) A Communicative Grammar of
English [The Third Edition] Longman
McCrum Robert William Cran and Robert MacNeil (2003) The Story
of English [The Third Edition] Penguin Books
Tallerman Maggie (2015) Understanding Syntax [The Fourth Edition]
New York RoutledgeTaylor amp Francis Group
Yule George (1998) Explaining English Grammar Oxford University
Press
陸國強 (1999)《現代英語詞彙學 ( 新版 )》 [Modern English
Lexicology the Revised Edition]上海外語教育出版社
章振邦 (1997) 《新編英語語法》(A New English Grammar) 上海外
語教育出版社第三版
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
42
Subject Code SPD4553
Subject Title English for Chinese Cultural Themes
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives To fulfil the English part of the Discipline-Specific Language
Requirement (DSLR) of the University by brushing up the use of
English for Chinese cultural themes
Intended Learning
Outcomes
Students are expected to be able to
a explain key features of Chinese culture in English
b use English as an effective tool for communication on various
Chinese cultural themes (eg traditional Chinese art literature
and philosophy)
c have an informed understanding of such communication
Subject Synopsis
Indicative
Syllabus
1 Principles for expressing in English Chinese culture loaded ideas
11 Fidelity vs recipient-friendliness
12 Means of re-presentation
121 Paraphrase
122 Annotation
123 Interpretation
124 Translation
125 Other means
2 Romanisation for Chinese and its pronunciation in English
21 Wade-Giles transliteration system
22 Mandarin Romanisation
23 Cantonese Romanisation
24 Pronunciation in English
3 Chinese-English glossaries in select areas
31 Chinese philology
32 Chinese society and politics
33 Chinese art and literature
34 Chinese religion
35 Chinese philosophy
36 Other areas
4 Essay-writing in the above select areas
43
TeachingLearning
Methodology
The subject will be conducted in highly interactive seminars so that
major Chinese issues and cross-cultural issues will be sufficiently
addressed In order to well expound the essential principles of the
subject (eg paraphrase interpretation annotation etc) case studies
and hands-on work will be supplemented under guidance of the
teacher whereas the assignments and in-class tests are designed to
encourage studentsrsquo active participation as well as to help develop
their critical thinking and writing ability
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Oral presentation 20
2 Essay writing
35
3 Attendance amp
class
participation
5
4 In-class tests 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and study 78 Hrs
Total student study effort 117 Hrs
Reading List and
References Main Readings
Chao YR 1969 ldquoDimension of Fidelity in Translation With Special
Reference to Chineserdquo Harvard Journal of Asiatic Studies 29 109-
130
Chao YR 1956 ldquoChinese Terms of Addressrdquo Linguistic Society of
America 32 (1) 217-241
Deeney John J 1995 ldquoTranscription Romanisation
Transliterationrdquo in Chan Sin-wai amp David E Pollard eds An
44
Encyclopedia of Translation Hong Kong Chinese University Press
1085-1107
Jin Di amp Nida Eugene 1984 On Translation Beijing China
Translation amp Publishing Corporation
Zhang Longxi 2010 ldquoThe Complexity of Differences Individual
Cultural and Cross-Culturalrdquo Interdisciplinary Science Reviews
35(3-4) 341-252
References for Further Study
Chan Wing-tsit 1973 A Source Book in Chinese Philosophy (4th
printing) Princeton Princeton University Press
Hodge B amp Kam Louie 1998 The Politics of Chinese Language
and Culture The Art of Reading Dragons New YorkLondon
Routledge
Introductions to Chinese Culture (30 vols) Cambridge amp New York
Cambridge University Press 2011
Kung-chuan Hsiao 1979 A History of Chinese Political Thought
New Jersey Princeton University Press
Quick References
DeFrancis John 2000 ABC Chinese-English Comprehensive
Dictionary Honolulu University of Hawaii Press
Hucker Charles O 1985 A Dictionary of Official Titles in Imperial
China Stanford Calif Stanford University Press
Kleeman Julie amp Yu Harry 2010 Oxford Chinese Dictionary
Oxford Oxford University Press
Journals
China Quarterly
China Journal
Early China
Journal of Chinese Religions
Journal of Chinese Studies
Modern China
Philosophy East amp West
Trsquooung Pao
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
45
46
Subject Code SPD4554
Subject Title Chinese and Bilingual Academic Inquiry
Credit Value 3
Level 4
Medium of
Instruction
Chinese (with English)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives This subject aims to introduce students to the basic principles
strategies techniques and tools for Chinese and bilingual academic
inquiry and problem solving with emphasis on Chinese and bilingual
academic reading writing and information handling in support of
language-based academic and professional work This subject also
fulfils the Chinese part of the Discipline-Specific Language
Requirement (DSLR) of the University
Intended
Learning
Outcomes
Students are expected to be able to
a apply effective strategies and skills to academic reading and
writing in Chinese and bilingual contexts
b benefit from various resources both traditional and IT-oriented
for Chinese and bilingual academic inquiry
c evaluate select and deploy effectively IT tools for information
retrieval and data processing to support Chinese and bilingual
academic inquiry and problem solving
Subject Synopsis
Indicative
Syllabus
1 Orientation
- Language and culture
- Language and society
- Academic enquiry in a bilingual context
- To be academically inquisitive in a bilingual context
2 Intake of ideas in a bilingual context
- To read effectively
- Notes making as an aid to idea reception
3 Information handling in the bilingual context
- retrieval
- assessment
- classification and sorting
- further processing
4 Chinese and bilingual academic resources
- Traditional
- IT related
- Multi-media and hyper-media
47
5 IT tools for Chinese and bilingual information processing
- E-dictionaries and e-encyclopedias
- WWW and online library information retrieval
- Word-processing with the help of Microsoft Office
Teaching
Learning
Methodology
The subject will be conducted in interactive seminars supported with
computer-mediated demonstrations Class participation in the form of
continuous input by students will be encouraged to simulate problem
solving and solution enhancement environments
Online tutorial on academic integrity will facilitate studentsrsquo
self-learning at their own pace through a link within this subject
at moodlecpce-polyueduhk
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
method task
Weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Quiz 40
2 Homework 60
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject is assessed entirely through coursework consisting of two
quizzes and three pieces of homework Homework requires the
students to locate and solve a practical problem of academic inquiry
via making educated uses of whatever resources available The quizzes
are meant to consolidate the studentsrsquo basic understanding and skills in
Chinese and bilingual academic inquiry
Online Tutorial on Academic Integrity
To help students understand the importance of academic honesty and
learn ways to ensure that their work and behaviour at SPEED are
acceptable in this regard the Online tutorial on Academic Integrity is
included in this subject Students will need to complete the Tutorial
by Week 5 The Online Tutorial is part of the subject completion
requirement Students who fail to complete the Online Tutorial will
fail this subject
For students who have completed the Online Tutorial in another
subject they can be exempted from this requirement Proof of
48
completion (ie e-Certificate) is required
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Online tutorial on academic integrity 1 Hr
Readings and study 78 Hrs
Total student study effort 118 Hrs
Reading List and
References In Chinese (sorted in Pinyin)
费夫贺马尔坦 (李鸿志译) 《印刷书的诞生》 桂林 廣西師範
大學出版社 2007
羅樹寶 《說書 從獸骨到紙張的文字行旅》 台北 商周出版
2007
林玉山《工具書學概論》 廣州 廣東教育出版社 2004
王寧鄒曉麗 《工具書》 香港 和平圖書有限公司 2003
楊承運肖東發編 《北大學者談讀書》 北京圖書館出版社
2000
余嘉錫 (1884-1955) 《目录学发微 〈含古书通例〉》 北京 中
国人民大学出版社 2004
In English
Baez Benjamin and Boyles Deron The Politics of Inquiry Education
Research and the ldquoCulture of Sciencerdquo New York University of
New York Press 2009
Bergmann L S Academic Research and Writing Inquiry and
Argument in College Boston Longman 2010
Dunne M Pryor J and Yates P Becoming a Researcher A
Companion to the Research Process Maidenhead Open University
Press 2005
Flower L Learning to Rival A Literate Practice for Intercultural
Inquiry New Jersey Lawrence Erlbaum Associates Inc
Herring J E The Internet and Information skills A Guide for
Teachers and School Librarians London Facet Publishing 2004
Lester J D Writing Research Papers A Complete Guide (11th
ed)
New York Pearson Longman 2005
Long L and Long N Computers Information Technology in
Perspective Upper Saddle River Pearson Education Prentice Hall
2005
49
Lu Tonglin ldquoTransnationalism and Glocalisation in Chinese
Language and East Asian Cinemasrdquo China Review Vol 10 No 2
Fall 2010 1-14 (httpcupcuhkeduhkojsindexphpChinaReviewarticleviewFile24543404search= )
Lvovich N The Bilingual Self Inquiry into Language Learning
(PhD dissertation) Ohio Union Institute 1995
Nunan D and Choi Julie Language and Culture Reflective
Narratives and the Emergence of Identity New YorkLondon
Routledge 2010
Web Resources
中国语言文字网 httpwwwchina-languagegovcn
粵語審音配詞字庫
httphumanumartscuhkeduhkLexislexi-can
重編國語辭典修訂本
http1401113446newDictdictindexhtml
異體字字典 http140111140mainhtm
Chinese Character Dictionary汉字字典
httpwwwchinalanguagecomdictionariesccdict
《重訂標點符號手冊》修訂版與試用版內容對照表
httpwwwedutwfilessite_contentM0001haushioupdf
OneLook Dictionary Search httpwwwonelookcom
Online Dictionary for Library and Information Science
httplucomodlisaboutcfm
Google Scholar
httpscholargooglecom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
50
Subject Code SPD4557
Subject Title Integrated Study (Bilingual Studies)
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge
Indicative Area Subject Title
Bilingual Studies SPD3261 Introduction to Bilingual Studies
Translation amp
Interpreting SPD3189 Translation for the Workplace
SPD3262 Interpreting for the Professions
Linguistics SPD3260 Analysis of Modern Chinese
SPD3270 Analysis of English
Bilingual
Communication
SPD3263 Introduction to Bilingual
Communication
DSLR+
English SPD4553 English for Chinese Cultural
Themes
DSLR+
Chinese SPD4554 Chinese and Bilingual Academic
Inquiry +
Discipline-Specific Language Requirement subject
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject offers students an opportunity to integrate and apply
their language skills and knowledge of bilingual studies acquired on
the programme Students are expected to develop their critical
thinking skills by working independently to plan manage produce
and evaluate a detailed piece of work in one semester This subject
will provide studentsrsquo opportunities to evaluate and reflect critically
on their chosen area of study
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a identify a theoretical framework or model or practical problem
for investigation and study
b apply the language theories and knowledge of bilingual studies
acquired in the programme
c evaluate and reflect critically on the chosen topic and its
implications
d present findings recommendations andor results in a clear and
effective manner
51
Subject Synopsis
Indicative Syllabus
Students may choose to adopt different approaches for this
Integrated Study Some suggestions are as follows
1) Literature Review Approach students can discuss and analyse a
theoretical model or framework and conduct a critical review of
the literature in a particular area related to bilingual studies
OR
2) Practical Approach students can synthesise and apply what they
have learnt to manage a project based on an analysis of a
perceived need of a real business non-profit making
organisation
Other approaches are possible subject to the PEG approval
TeachingLearning
Methodology
A detailed project guideline will be provided to help the students
Each student will then be assigned to a supervisor who will provide
guidance throughout this project Specific consultation hours will
be arranged to facilitate students in this project Students are
required to develop and define a topic in consultation with the
supervisor submit a proposal and a progress report and at the end
submit a final report
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme Committee
The project will be assessed on the basis of proposal progress report
(including discussion and consultation with supervisor) and final
report
Assessment of proposal and progress report will focus on the
formative aspect of student performance and is appropriate for
intended outcomes 1 and 2 The final report accounts for 70 of
assessment and assessment is based on all four intended outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 100
1 Proposal 15
2 Progress report
(including discussion and
consultation with
supervisor)
15
3 Final report 70
Total 100
52
Student Study
Effort Expected Lecturer-student contact
Workshops 6 Hrs
Consultationsupervision 25 Hrs
Other student study effort
Self-study 120 Hrs
Total student study effort 1285 Hrs
Reading List and
References
References
Anderson J amp Poole ME (2002) Assignment and thesis writing
(4th
ed) Milton John Wiley amp Sons
Babbie E (2012) The practice of social research (13th
ed)
Cengage Learning
Bryman A (2011) Business research methods Oxford amp New
York Oxford University Press
Creswell J W (2007) Qualitative inquiry and research design
Choosing among five approaches (2nd
ed) Thousand Oaks CA
Sage Publications
Creswell J W (2008) Research design Qualitative
quantitative and mixed methods approaches (3rd
ed) Thousand
Oaks CA Sage Publications
Davis K A (1995) Qualitative theory and methods in applied
linguistics research TESOL Quarterly 29(3) 427-453
Doumlrnyei Z (2007) Research methods in applied linguistics
Oxford Oxford University Press
Doumlrnyei Z (2010) Questionnaires in second language research
Construction administration and processing (2nd
ed) New
York NY Routledge
Harmon C (2000) Using the internet online services and CD-
ROMs for writing research and term papers (2nd
ed) New York
amp London Neal-Schuman
Kumar R (2005) Research Methodology A step-by-step guide
for Beginners (2nd
ed) SAGE Publication
Merrigan G (2004) Communication Research Methods
Belmont CA WadsworthThomson Learning
Polonskey M J (2005) Designing and Managing a Research
53
Project A Business Studentrsquos Guide Thousand Oaks CA SAGE
Ruane J M (2005) Essentials of Research Methods A Guide to
Social Science Research Malden MA Blackwell
Silverman D (2013) Doing qualitative research A practical
handbook London SAGE
Zikmund W (2003) Business research methods (7th
ed) South-
Western of Thomson Learning
Additional papers and books relevant to the studentrsquos specific
project topic will be identified by the student or recommended by the
supervisor
54
Subject Code SPD3225
Subject Title Written English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build studentsrsquo competencies in
professional written English It is designed to enable students to
write in a crisp efficient professional style that gets the required
results by focusing on the readerrsquos needs and minimising any
chances of misunderstanding
Secondary objectives are to expand studentsrsquo range of language and
to improve accuracy tone and cohesion
Modern Professional Style will be analysed practised and mastered
to gain the benefits of precision of expression enhanced
relationships and accountability
Intended Learning
Outcomes
On successfully completing this subject students will be able to
a analyse their readersrsquo needs and select information accordingly
b write concisely and without ambiguity of message
c create a positive impression through improved accuracy and
tone
d accomplish demanding writing tasks within desired timeframes
The above will include attention to and feedback on a range of
studentsrsquo written English skills
range of language
grammatical accuracy
organisation and coherence
toneappropriacy
55
Subject Synopsis
Indicative Syllabus
Part 1 Modern Professional Style for Email
Effective vs ineffective written communication
Being able to apply key principles and techniques of Plain English
Developing an awareness of the needs of the reader Critically
comparing the features of effective and ineffective written texts
Creating a reader-friendly document
Making key information stand out frontloading key information
using vertical lists and using parallel structure
Modern Professional Style
Using key principles and techniques such as conciseness and an
appropriate register (neutral style vs informal style)
Developing an appropriate tone
Creating a sincere professional image through vocabulary
selection grammatical voice and positive tone
Genre specific patterns
Recognising and applying appropriate patterns for a variety of
purposes particularly
Dealing with enquiries
Discussing and agreeing terms
Expressing dissatisfaction
Responding to customer problems
Linguistic range and accuracy
Being better able to select appropriate vocabulary and control
grammatical accuracy Being able to identify and correct common
errors in written texts
Part 2 Modern Professional Style for Reports
Applying the appropriate techniques from Part 1 to short reports
and proposals Being able to effectively select and organise relevant
information in order to write a well organised reader friendly report
or proposal
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the professional written English
Step 2 Students analyse texts and - with guidance - discover key
language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
56
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy tone
conciseness etc
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods tasks
weighting
Intended subject
learning outcomes
to be assessed
a b c d
Continuous Assessment 50
1 Communicating with
colleagues or customers 20
2 Short report or proposal 30
Examination (BULATS
Writing Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate in written English in a business
context The tasks also indirectly address in terms of content For
example the assessed tasks may require students to synthesise
business information from different functional units of an
enterprise discuss how best to deal with an ethical dilemma facing
an enterprise andor use their global outlook to decide the best way
to deal with a business-related communication task
Subject Intended Learning Outcomes (SILOs)
Each of the three assessment tasks allow the SILOs to be assessed
The assessed tasks are however different from each other in that
they elicit from students a range of relevant text types eg
responding to an enquiry expression dissatisfaction asking a
colleague for clarification writing a short marketing report etc
Each task is designed to elicit a representative sample of language
from which studentsrsquo range accuracy organisation coherence
and tone appropriacy can be assessed Task completion will also
be assessed written communication often has a specific objective
and whether or not a text achieves its objective needs to be
considered in awarding grades for communicative ability
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
57
Criteria and descriptors vary slightly between the formative tasks
and the BULATS Writing Test but the core underlying language
skills are very similar
Student Study
Effort Expected
Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Books References
Ashley A (2000) A handbook of commercial correspondence
Oxford Oxford University Press
Brock SL (2003) Better business writing techniques for
improving correspondence (4th
ed) Menlo Park CA Crisp
Learning
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Oxford
Macmillan
Bilbow Grahame T (2004) Business writing for Hong Kong (3rd
ed) Hong Kong Longman
Holt R D Grigor amp N Sampson (2004) Email International
business correspondence for all occasions Hong Kong
Macmillan
McCarthy M et al (2009) Grammar for business Cambridge
University Press
Mascull Bill (2010) Business vocabulary in use Advanced
Cambridge Cambridge University Press
Mascull Bill (2010) Business vocabulary in use Intermediate
Cambridge Cambridge University Press
Pile L (2004) E-mailing Addlestone UK DELTA Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
58
Subject Code SPD3226
Subject Title Spoken English for Professionals
Credit Value 3
Level 3
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Intermediate level English language skills
This is not a pre-requisite subject requirement and is only for
studentsrsquo reference of the scope of basic knowledge required for this
subject
Objectives
This subject is designed to build a broad awareness of and develop
the spoken English communication skills that are increasingly
needed to achieve successful outcomes in a range of fairly
demanding work-related situations
This is a task-based subject in which students encounter a range of
simulated professional situations focussed on problem solving and
presentations The contexts are designed to provide opportunities to
introduce analyse and practise a range of functional language (eg
the language of negotiating options promising action clarifying
meaning etc) with particular attention to tone and register A
secondary objective is to expand studentsrsquo professional vocabulary
Intended Learning
Outcomes
On successfully completing this subject students will have the
language skills to be able to do the following in a professional and
appropriate manner
a establish a professional relationship in an appropriate manner
b contribute to and if necessary manage a problem-solving
meeting in a professional and appropriate manner
c present themselves their ideas and the products and services of
a company or organisation
d negotiate in a professional and appropriate manner
The above will include attention to and feedback on a range of
studentsrsquo spoken English skills
range of language
grammatical accuracy
pronunciationstressintonation
discourse management
interactive communication skills
59
Subject Synopsis
Indicative Syllabus
Communicating in Groups
Functional language for
contributing to meetings (eg asking for and giving opinions
dealing with interruptions clarifying etc)
managing meetings (eg setting objectives asking for
clarification keeping to the point summarising etc)
problem-solving (eg stating options balancing arguments
changing your approach etc)
decision making (eg making a suggestion expressing doubt
stating future action etc)
Presenting Persuasively
Functional language and communication techniques for
Laying solid foundations the start the finish signposting
Powerful techniques eg repetition rhetorical questions the
rule of three
Being positive and dramatic power words amp convincing
language storytelling and anecdotes
Handling questions paraphrasing questions answering
strategies
TeachingLearning
Methodology
This is a task-based course typically involving a four-step teaching
and learning approach
Step 1 Students are exposed to authentic and semi-authentic
models of the target language in realistic professional
contexts
Step 2 Students analyse audiovideo recordings and transcripts
and with guidance-discover key language features
Step 3 Students practise key language features in a range of
controlled and freer practice activities
Step 4 The teacher provides feedback on studentsrsquo language use
highlighting successful communication and areas
requiring more attentionpractice This may involve a
remedial focus on grammatical accuracy pronunciation
etc
60
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
method tasks
weighting
Intended subject learning
outcomes to be assessed
a b c d
Continuous
Assessment
50
1 Three- way problem-
solving discussion 25
2 Individual
presentation 25
Examination
(BULATS Speaking Test) 50
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Programme Intended Learning Outcome (PILO)
All three assessment tasks directly address PILO by assessing
studentsrsquo ability to communicate more effectively and efficiently in
professional spoken English in a business context
Subject Intended Learning Outcomes (SILOs)
The three assessment tasks allow each of the 4 SILOs to be
assessed at least twice Each task is designed to elicit a
representative sample of language from which studentsrsquo range
accuracy discourse management pronunciation stress
intonation and interactive abilities can be assessed
These 5 criteria are measured on a 5-point scale and arranged in a
set of descriptors
Criteria and descriptors vary slightly from one assessed task to
another depending on the exact skill-set to be assessed but the core
underlying language skills are very similar
Student Study
Effort Expected Class contact 39 Hrs
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
As this is a language skills subject it does not require extensive
academic reading but rather extensive exposure analysis and
practice Students may find the following sources useful
Recommended Books References
Allison J amp P Emmerson (2007) The business intermediate
studentrsquos book with DVD ROM Oxford Macmillan
Centre for Professional and Business English (2002) Business
61
English kit for HK executives common errors business writing
amp social English Hong Kong Economic Times
Duckworth M (2005) Oxford business English dictionary for
learners of English Oxford Oxford University Press
Emmerson P (2002) Business grammar builder Macmillan
Oxford UK
Mascull Bill (2002) Business vocabulary in use intermediate
Cambridge Cambridge University Press
Mascull Bill (2004) Business vocabulary in use Advanced
Cambridge Cambridge University Press
McCarthy M et al (2009) Grammar for business Cambridge
Cambridge University Press
Murphy R (2012) English grammar in use with answers A self-
study reference amp practice book for intermediate students of
English (4th
ed) Cambridge Cambridge University Press
Online Resources
General
BBC Learning English
wwwbbccoukworldservicelearningenglishgeneral
Presentations
Presentation Magazine wwwpresentationmagazinecom
PolyU ELC
httpelcpolyueduhkcillpresentationsordering_questionhtm
Podcasts
Business English Pod wwwbusinessenglishpodcom
English Pod wwwenglishpodcom
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
62
Subject Code SPD4337
Subject Title English and Chinese in Contrast
Credit Value 3
Level 4
Medium of
Instruction
English (Chinese is used only when a Chinese term is referred to)
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Linguistic Knowledge in English and Chinese would be helpful for
deeper understanding of this course
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This is a comprehensive linguistic course highlighting the
differences between English and Chinese through a linguistic
study of both It aims to develop studentsrsquo awareness of the
contrastive linguistic differences and similarities in Chinese and
English With daily examples students should be able to identify and
analyse critically the structures and functions of these languages and
apply the subject knowledge to solve linguistic problems encountered
in professional and workplace discourses and in daily communication
situations This subject will also encourage studentsrsquo examination of
the intercultural linguistic difference between the east and the west as
well as the intra-cultural differences within the Greater China region
essential to translation and other integrated use of English and
Chinese for professional communication
Intended
Learning
Outcomes
Upon completion of the subject students will be able to
a recognise the significance of contrastive analysis in professional
communication
b develop an understanding of the linguistic differences and
similarities between Chinese and English
c identify and analyse critically the structures and functions of these
languages
d apply the subject knowledge to the explanation of linguistic
phenomena encountered in professional discourses and in day-to-
day communication situations
e examine the intercultural difference between the east and the west
as well as the intra-cultural differences within the Greater China
region linguistically essential to translation and other integrated
use of English and Chinese for professional communication
63
Subject Synopsis
Indicative
Syllabus
Overview of Contrastive Analysis
Introduction to contrastive analysis in linguistics function and
importance of contrastive analysis in linguistics evolution of and
philosophies behind the Chinese and English languages
Linguistic Differences and Similarities between Chinese and
English
Fundamental Linguistic characteristics of English and Chinese
contrastive study of English and Chinese phonetics and phonology
word formation morphology grammar syntax semantics
Cross-cultural Translation and Communication
Translation skills (order form structure) language of respect and
humanity face politeness conventional cognition of English and
Chinese
Teaching
Learning
Methodology
Lectures will introduce and explain the principles and various
approaches to contrastive language studies with specific reference to
examples drawn from the greater China region and the English-
speaking countries wherever appropriate and invite sharing of
observations through group discussion
Tutorials provide students the opportunity to deepen their
understanding of the concepts taught in lectures and to understand the
linguistic differences and similarities between Chinese and English as
well as cultural differences in Chinese and English through tutorial
exercises student presentations and group discussions
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d e
Continuous Assessment 60
1 Group project with
individual components 35
2 Mid-term test 15
3 Participation and in
class work 10
Examination 40
Total 100
64
Student Study
Effort Expected Class contact
Lecture 26 Hrs
Tutorial 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbooks
Yule G (2010) The study of language (4th
ed) UK Cambridge
University Press
潘文國 (2013) 漢英語言對比概論 北京 商務印書館
References
Chen D (2011) Contrastive linguistics between Chinese and
English Beijing Foreign Language Teaching and Research Press
Hatim B (1997) Communication across cultures Translation theory
and contrastive text linguistics Exeter Exeter University Press
Nida E A (1993) Language culture and translating Shanghai
Shanghai Foreign Language Education
Snell-Hornby M (2001) Translation studies An integrated
approach Amsterdam John Benjamins
何善芬 (2002) 英漢語言對比研究 上海 上海外語敎育出版社
卉君 (1993) 漢語基本知識 香港 商務印書館
黃伯榮 amp 廖序東 (2011) 現代漢語 北京 高等教育出版社
金惠康 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
李德津 amp 程美珍 (2008) 外國人使用漢語語法 (修訂本) 北京
北京語言大學出版社
蕭立明 (2010) 英漢比較硏究與翻譯 上海 上海外語敎育出版
社
陳定安 (1997) 英漢比較與翻譯 香港 商務印書館
王武興 (2003) 英漢語言對比與翻譯 北京 北京大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
65
Subject Code SPD4346
Subject Title Translation for the Media
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Prior Knowledge Basic knowledge in SPD3189 Translation for the Workplace or
equivalent
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject introduces to the students the features and practices of
the media industry in Hong Kong and important concepts and
techniques in the translation of media documents including news
reports magazine articles web pages etc It provides sufficient
practice to help students acquire hands-on experience and essential
skills to develop expertise in media translation
Intended Learning
Outcomes
Upon completion of the subject students will be able to
a outline the features and practices of the media industry in Hong
Kong
b analyse different formats and styles of English and Chinese
media texts and
c form and apply appropriate approaches and strategies for
translation tasks of different media texts
Subject Synopsis
Indicative Syllabus
Features and Practices of Media Industry in Hong Kong
Todayrsquos media Functions of the mass media Fundamental
considerations of media translation Tasks of a media translator
Characteristics of Media Language
Nature of media language Semantic level Syntactic level Rhetoric
level Features of English and Chinese media writings
Translation Skills Approaches and Strategies for Media
Documents
Transliteration literal translation liberal translation and combined
translation Addition omission repetition reversion and
rearrangement of words and expressions Balance of accuracy
fluency and expressiveness Adapting editing and re-writing texts
Translation for Printed Media
Translation strategies and approaches for different types of printed
media writings including news reports magazine articles editorials
etc
66
Translation for Electronic Media
Translation strategies and approaches for different types of
electronic media writings including TV and radio broadcast
internet etc
TeachingLearning
Methodology
Lectures focus on the introduction and explanation of translation
theories and concepts with specific reference to different media
documents wherever appropriate Group discussions are arranged
regularly Tutorials provide students with the opportunity to deepen
their understanding of the concepts taught in lectures and to apply
the theories in practice The activities in tutorials normally include
discussion practice and presentation related to both the source text
and the target text of media documents
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c
Continuous Assessment 60
1 Mid-term test 20
2 Individual assessments (eg
test reflective journal case
study)
20
3 Group assignments (eg
project report research
paper)
10
4 Class participation 10
Examination 40
Total 100 Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort Expected
Class contact
Lessons 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
67
Reading List and
References
Recommended Textbook
There is no prescribed textbook This is a dynamic course which
mainly involves current media documents in Hong Kong Lecture
summary and supplementary notes may be distributed from time to
time
References
Ho W K (2001) Media translating In An Encyclopedia of
Translation Chinese-English eds Chan Sin-wai amp David E
Pollard (pp 651 ndash 657) Hong Kong The Chinese University Press
Itule BD amp Anderson DA (2007) News writing and reporting
for todayrsquos media (7th
ed) New York McGraw Hill
McLoughlin L (2000) The language of magazines London
Routledge
Reah D (2002) The language of newspapers (2nd
ed) London
Routledge
朱伊革 (2007) 英語新聞的語言特點與翻譯 上海 上海交通大
學出版社
李德鳯 (2009) 新聞翻譯 原則與方法 香港 香港大學出版
金惠香 (2003) 跨文化交際翻譯 北京 中國對外翻譯出版公司
許明武 (2003) 新聞英語與翻譯 北京 中國對外翻譯
康照祥 (2005) 媒體識讀 臺北 揚智文化
端木義萬 (2000) 傳媒英語研究 北京 中國社會科學出版社
廖柏森 (2007) 新聞英文 閱讀與翻譯技巧 臺北 眾文圖書公
司
鄭寶璿 (2004) 傳媒翻譯 香港 香港城巿大學出版社
賴蘭香 (2012) 傳媒中文寫作 香港 中華書局
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
68
Subject Code SPD4468
Subject Title Writing for Marketing and Public Relations Purposes in English
Credit Value 3
Level 4
Medium of
Instruction
English
Pre-requisite
Co-requisite
Exclusion
Nil
Prior
Knowledge
Marketing Management and Public Relations
This is not a pre-requisite subject requirement and is only for studentsrsquo
reference of the scope of basic knowledge for this subject
Objectives This subject stresses the importance for marketing and PR
professionals to communicate effectively to their target audiences
It equips students with the essential conceptual and analytical skills to
enable them to write a range of effective marketing and PR materials in
English which observe common textual conventions used by
professional marketing and PR writers
The primary focus is on creating effective advertisingpromotional
copy and effective media releases as these are the most common ways
of reaching a target audience Students will also become acquainted
with other text types including backgrounders brochures and broadcast
scripts
Recent technological changes are covered to give students an
understanding of how technology has impacted written communication
skills in the marketing and PR industries
Intended
Learning
Outcomes
Upon successful completion of this subject students will be able to
a identify the intended public and the nature of various media in
planning and writing marketing and PR text
b apply marketing and public relations writing skills to produce
effective promotionaladvertising copy and press releases that reach
their target audience with the desired effect
c recognise and understand legal and ethical problems associated
with marketing and public relations writing and adjust writing style
to avoid these and
d proofread a range of marketing and public relations texts to
improve accuracy by identifying a range of common grammatical
errors
69
Subject
Synopsis
Indicative
Syllabus
The subject develops studentsrsquo awareness of how a range of effective
marketing and PR texts are constructed and helps them develop their
own professional writing skills to produce texts with similar features
It uses genre analysis to analyse the lsquomovesrsquo used by effective
marketing and PR writers in a range of markets and media and
provides many opportunities for students to produce and critically
evaluate their own texts
PART 1 Before you Start Writinghellip
a) Setting communication objectives
Adopting a problem-solution mindset
Defining your target audience
Defining what you want your writing to achieve
b) Considering legal and ethical issues
Defamation
Privacy
Inclusiveness
Gender-neutral writing
lsquoGreenwashrsquo
PART 2 Writing Copy that Sells
a) Key lsquomovesrsquo of successful promotionaladvertising texts
Getting the readerrsquos attention and holding it
Writing from the readerrsquos point of view
Putting human benefits before features
Identifying your USP
Establishing your credibility
Showing that the value exceeds the price
Telling the reader what to do next
Giving the reader a reason to act now
Creating a compelling headlinetagline
b) Critical evaluation of a range of authentic promotionaladvertising
texts in different media
c) Analysis of common linguistic errors in promotionaladvertising
texts written by Chinese L1 writers
PART 3 Writing Successful Media Releases
a) Key lsquomovesrsquo of successful media releases
Identifying a strong news angle
Getting the story into the lead paragraph
Adding high-impact quotes
Creating a compelling headline
Maintaining an objective and neutral tone
b) Critical evaluation of a range of authentic media releases
c) Analysis of common linguistic errors in media releases written by
Chinese L1 writers
70
Teaching
Learning
Methodology
The approach to teaching and learning will incorporate
a) guided discovery
b) skills development in focused tasks and
c) opportunities for students to demonstrate individually their
improved competence
Class time will focus on a discovery-based approach in which students
through guided analysis of model texts will critically evaluate a range
of successful (and occasional unsuccessful) marketing and public
relations copy to identify key features
Students will go on to develop their ability to incorporate these
features into their own writing apply their understanding by
synthesising a range of writing techniques and skills to produce
effective texts of their own in group and individual writing activities
There will be a balance between group work and individual
participation Group work will prepare students to work effectively
with other team members Individual writing tasks and other tasks will
develop a sense of personal responsibility for the quality of their own
communication
Students are expected to read widely on the subject The lecturer will
direct students to one or more specific articles that consolidate and
expand the skill(s) that have been covered that week Alternatively
students may be expected to read some of the theoretical material
before class and come to class already informed of key principles
There is no distinction between lectures and tutorials for this subject
71
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject
learning outcomes to
be assessed
a b c d
Continuous Assessment 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Final Examination 50
1 Producing effective
advertising copy
20
2 Producing an effective
press release
20
3 Editingproofreading task
marketing OR PR copy
10
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to approval of the School Programme Committee
Student Study
Effort Expected
Class contact
Lessons 39 Hrs
Self-study and class preparation 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Recommended Textbook
The material is based on the work that the Centre for Professional and
Business English (CPBE) of PolyU carries out with organisations and
working adults in Hong Kong Students will receive the core course
material in two in CPBE-written modules
Part A Writing Copy that Sells
Part B Writing PR Copy
72
References
Aronson M Spetner D amp Ames C (2007) The Public Relations
Writers Handbook The Digital Age 2nd Edition San Francisco
JosseyBass
Bivins T H (2013) Public Relations Writing The Essentials of Style
and Format 8th
Edition McGraw-Hill
Bly RW (nd) The Fundamentals of Persuasive Writing Retrieved 15
December 2015 from wwwblycomPagesdocumentsTFOPWhtml
Farrall C and Lindsley M (2008) Professional English in Use
Marketing Cambridge Cambridge University Press
Harrington J (2015) RIP press releases hello integration and
goodbye PR Welcome to the future of our industry Retrieved 15
December 2015 from wwwprweekcomarticle1366952rip-press-
releases-hello-integration-goodbye-pr-welcome-future-industry
Hayden CJ (2009) Increase Your Signal-to-Noise Ratio Retrieved 15
December 2015 from wwwgetclientsnowcomsignal-to-noise-
ratiohtm
Makepeace C (2009) How to Create a Killer Ad Retrieved 15
December 2015 from
wwwmakepeacetotalpackagecomarchiveshow-to-create-a-killer-ad
Rich C (2012) Writing and Reporting News 7th ed Belmont
California Wadsworth
Ross K (2015) How to Write a Press Release in One Easy Lesson
Retrieved 15 December 2015 from wwwkayrosscompress-
releasehtml
Ross K (2015) Why Should I Visit Your Website - And Why Should I
Stick Around Retrieved 15 December 2015 from
wwwkayrosscomwhy-websitehtml
Schermerhorn M (2005) Writing Great Website Sales Copy
Retrieved 15 December 2015 from httpezinearticlescomWriting-
Great-Website-Sales-Copyampid=36763
Scott DM (2013) The New Rules of Marketing amp PR How to Use
Social Media Online Video Mobile Applications Blogs News
Releases and Viral Marketing to Reach Buyers Directly Hoboken NJ
John Wiley amp Sons
Smith R D (2008) Becoming a Public Relations Writer A Writing
Process Workbook for the Profession 3rd ed Routledge
73
Swain JW amp Swain KD (2014) Effective Writing in the Public
Sector Armonk USA Routledge
Whitaker W R Ramsey J E and Smith R D (2012) Media writing
print broadcast and public relations 4th ed New York Routledge
Wilcox D L (2012) Public Relations Writing and Media
Techniques 7th ed Pearson
Yopp J J and McAdams K (2014) Reaching Audiences a Guide to
Media Writing 6th ed Boston Allyn amp Bacon
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
74
Subject Code SPD4556
Subject Title Languages in Contemporary Societies
Credit Value 3
Level 4
Medium of
Instruction
English (with Chinese)
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The purpose of this subject is to help the students to understand the
social nature of language to be keenly aware of the product and process
of languages in contact and cross-language influence in the accelerated
globalising society and to be able to apply the sociolinguistic knowledge
learned in class to analyse and evaluate language use in various social
and cultural contexts
Intended
Learning
Outcomes
Students are expected to be able to
a Articulate the social nature of language and the role of language in
both reflecting and constructing a speakers social identity
b Acquire acute awareness and understanding of the dynamics of
language variation and change in multilingual and multicultural
societies
c Appraise critically language-related issues and exercise critical
judgment in evaluating language use in various social and cultural
contexts
d Apply sociolinguistic knowledge to describe and explain the
phenomena of human interaction the students encounter
e enhance critical thinking in the course of study a theoretical subject
socio-linguistics
f enhance biliteracy and trilingualism by virtue of a deeper
understanding of language use in cosmopolitan multi-lingual cities
like Hong Kong
Subject
Synopsis
Indicative
Syllabus
1 Language and social identity
2 Bilingualism and diglossia
3 Societal multilingualism
4 Code-mixing and code-switching
5 Linguistic variation and change
6 Language culture and thought
7 Register genre and style
8 Language and internet development
9 New Media Literacy
75
Teaching
Learning
Methodology
Theory and practice will be fully integrated throughout the subject In
addition to the provision of key concepts of the subject and guidance on
applications highly interactive seminars are designed to encourage
active participation from the students in classroom discussion
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation 20
2 Quiz 20
3 Term paper 40
4 Class participation 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed by presentation quiz and term paper While
the quiz assesses the studentsrsquo grip of the subject matter of a general
nature the presentation and term paper will involve applying the
conceptual resources learned in the subject to describe critically
evaluate and explain some samples of language use in society Besides
the participation tutorial encourages the students to participate actively
in discussion and critically responds to the teacher and fellow classmates
in academic debates
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Supervised studies group work 35 Hrs
Library search fieldwork own research 35 Hrs
Total student study effort 109 Hrs
76
Reading List and
References Aitchison Jean and Diana M Lewis (ed) 2003 New Media
Language London Routledge
Auer Peter (ed) 2007 Style and Social Identities Alternative
Approaches to Linguistic Heterogeneity New York Mouton de
Gruyter
Bonvillain Nancy (2014) Language culture and communication
the meaning of messages [The Seventh Edition] Upper Saddle
River NJ Pearson
Claika Elaine 1994 Language The Social Mirror (3rd Ed) Heinle
amp Heinle
Deborah Tannen and Anna Marie Trester (ed) 2013 Discourse 20
language and new media Washington DC Georgetown University
Press
Eckert Penelope amp Sally McConnell-Ginet 2013 Language and
Gender [The Second Edition] Cambridge University Press
Fasold Ralph 1996 The Sociolinguistics of Language Oxford
Basil Blackwell
Holmes Janet 2013 An Introduction to Sociolinguistics [The
Fourth Edition] Longman
Wardhaugh Ronald (2015) An Introduction to Sociolinguistics
[The Seventh Edition] Chichester John Wiley amp Sons Inc
Stockwell Peter 2007 Sociolinguistics A Resource Book for
Students Routledge
教育部語言文字信息管理司組編《中國語言生活狀況報告》
2005 2006 2007 2008 2009 2011 北京商務印書館
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
77
Subject Code SPD4558
Subject Title Applied Translation Studies
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to produce students who understand the factors
involved in communication across two languages who have an
awareness of the different levels of meaning in a text who can use this
awareness to evaluate both source texts and their translations who
have an awareness of basic issues concerning translation as a
profession It will also assist students to examine texts and analyse the
linguistic and sociolinguistic issues underlying communication across
cultures
Intended
Learning
Outcomes
Students are expected to be able to
a understand linguistic and cultural issues in translation
b analyse texts from the point of view of a translator
c identify translation problems in relation to syntax lexis function
and cultural issues to classify them and to find solutions
d translate texts of various types using appropriate strategies and
procedures
e become thinking translators
f students are expected to develop the ability of critical thinking and
cultural appreciation
Subject
Synopsis
Indicative
Syllabus
1 introduction- what translation studies does
2 science of translationmdashlinguistic approach to translation
3 dynamic equivalence
4 type reader translator strategy (functionalist approach)
5 text analysis in translation
6 translation procedures
7 translation of metaphor
8 translation of terminology
9 cultural issues in translation
10 multilingualism in a monolingual text
11 translation in the context of bilingualism and biculturalism
78
Teaching
Learning
Methodology
This subject will be conducted in lectures and seminars Assignments
will be designed to provide tasks which encourage and develop critical
analysis and evaluation as well as encourage and develop the
discussion of their own work and existing translations
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 One paper 80
2 Class
participation
amp paper-conducting
20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject will be assessed in the form of essays describing
translation problems encountered by the students using theories learned
in class and readings and analyse existing translations
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References
Peter Newmark A Textbook of Translation (New York Prentice Hall
1988) Eugene A Nida ldquoDynamic Equivalence in Translationrdquo in An
Encyclopaedia of Translation (Hong Kong Chinese University Press
1995) pp223-230
Jin Di ldquoEquivalent Effect in Translationrdquo in An Encyclopaedia of
Translation (Hong Kong Chinese University Press 1995) pp231-234
Roman Jakobson ldquoOn Linguistic Aspects of Translationrdquo Theories of
Translation eds Rainer Schulte and John Biguenet (Chicago and
London University of Chicago Press 1993) pp 144-151
Marilyne Rose ldquoTranslation Types and Conventionsrdquo Translation
Spectrum ed Marilyne Rose (Albany State University of New York
Press 1981) pp31-40
Katharina Reiss ldquoText Types Translation Types and Translation
79
Assessmentrdquo Readings in Translation Theory ed Andrew Chesterman
(Helsinki Oy Finn Lectura Ab 1989) pp106-115
Juliane House ldquoTranslation Quality Assessmentrdquo Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 157-161
Christiane Nord Translation as a Purposeful Activity St Jerome
(1997)
Marrlyne Rose ldquoTime and Space in the Translation Process in
Translation Spectrum pp 1-7
Vinay amp Darkelnet ldquoTranslation Proceduresrdquo in Readings in
Translation Theory ed Andrew Chesterman (Helsinki Oy Finn
Lectura Ab 1989) pp 61-69
Jin Di amp Eugene Nida On Translation 中國對外翻譯出版公司
1984
JC Catford A Linguistic Theory of Translation Oxford Univ Press
1965
孫述宇金聖華《英譯中》香港中文大學校外進修部
1975
張培基等《英漢翻譯教程》上海瓦與教育出版社2007
譚載喜《新編奈達論翻譯》北京對外翻譯出版公司1999
劉靖之ldquo重神似不重形似rdquo《翻譯論集》(香港三聯書店
1989) pp1-15
羅新璋 ldquo我國自成體系的翻譯理論rdquo《翻譯論集》(香港商務
印書館1989) pp1-19
林語堂 ldquo論翻譯rdquo 《翻譯論集》(香港三聯書店1989)
pp32-47
趙元任ldquo論翻譯中信達雅的信的幅度rdquo《翻譯論集》(香
港三聯書店 1989)pp48-63
陳西瀅 ldquo論翻譯 rdquo《翻譯論集》(北京商務出版社
1989)pp 400-408
曾虛白ldquo翻譯中的神韻與達rdquo《翻譯論集》(北京商務出版
社 1989)pp 409-416
80
傅雷ldquo翻譯與臨畫 mdash《高老頭》重譯本序rdquo 《翻譯論集》(香
港三聯書店1989) pp 68-69
傅雷關於翻譯的通信《翻譯論集》(香港三聯書店1989)
pp 70-78
錢鍾書ldquo林紓的翻譯rdquo《翻譯論集》(香港三聯書店1989)
pp 302-332
黃宣範ldquo翻譯的語言基礎rdquo《翻譯與語意之間》(台北聯經出
版事業公司1993)pp217-242
《翻譯季刊》香港翻譯學會
《中國翻譯》中國翻譯者協會
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
81
Subject Code SPD4559
Subject Title Bilingual Communication Workshop
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
The aim of this subject is to achieve better co-ordination and
integration for the learning of Chinese (including Putonghua) and
English among the students and to better prepare students for
professional environments where the two written codes and three
spoken languages will be either simultaneously interchangeably or
integratively used It is believed that such environments are the
norm in both the private and public sectors of Hong Kong and that
graduates from this programme will be expected to assume as
executives the role of linguistic brokers or intermediaries in these
environments
This subject focuses on enhancing studentsrsquo biliterate and trilingual
skills as well as integrated bilingual communication via a lsquolearning
by doingrsquo approach whereas SPD3263 focuses on developing
studentsrsquo grip on the conceptual resources related to bilingual
communicative norms and the conduct and content of bilingual
communication especially its integrated form
Intended Learning
Outcomes
Students are expected to be
a knowledgeable of the types and features of bilingual
communication in both the private and public sectors
b skilled in parallel drafting of documents in both Chinese and
English and in integrated forms of bilingual communication
c able to conduct a range of acts of verbal and non-verbal
communication such as speech opening amp closing
complimenting amp toasting informational probing amp querying
criticising amp self-defending in a professional manner in cross-
cultural and professional contexts
d bilingual norms of language-mediated communication
e communicative norms of inter-cultural communication
f rhetorical tasks involving queries critique ampor lobbying
82
Subject
Synopsis
Indicative
Syllabus
1 making amp defending a case in both Cantonese Putonghua amp
English
2 conducting parallel case documentation in both Chinese and
English
3 making queries in Cantonese Putonghua and English
4 conducting integrated bilingual communication
Teaching
Learning
Methodology
This subject will be conducted in a highly interactive workshop mode
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks~
weighting
Intended subject learning outcomes to
be assessed
a b c d e f
Continuous
Assessment
100
1 Three oral
exercises 55
2 Two written
exercises 35
3 Feedback
given as a
consultant^
10
Total 100
~ Most of the tasks are to be conducted in class Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
As an advocate (25) as a fact-finder (10) as a critic (20)
^ Consultant is a role-play position in the simulated class exercises The role
of the consultant in class exercises is to offer helpful suggestions to other
players for improvement This part of assessment is a minor class work
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Guided Supervision 13 Hrs
Other student study effort
Preparation amp Practices 35 Hrs
Writing Exercises 35 Hrs
Total student study effort 109 Hrs
83
Reading List and
References References
Argenti P (2007) Corporate communication (4th
ed) New York
NY McGraw-HillIrwin
Chalkley A B (1996) Longman handy (English-Chinese) guide to
business amp economic terms Hong Kong Longman
Chaney LH amp Martin JS (2014) Intercultural business
communication (6th ed) Upper Saddle River NJ PearsonPrentice
Hall
John Sinclair (Eds) (2011) Collins Cobuild English dictionary for
advanced learners Bishopbriggs Glasgow HarperCollins
Mascull B (2010) Business vocabulary in use Advanced (2nd
ed)
Cambridge Cambridge University Press
Mascull B (2010) Business vocabulary in use Intermediate (2nd
ed) Cambridge Cambridge University Press
中國社科院語言研究所詞典編輯室 (2016) 現代漢語詞典 香港
商務印書館
中國社會科學院語言研究所 (2011) 新華字典(第 11 版) 北京
商務印書館
公務員事務局法定語文事務署 (2004) 政府公文寫作手冊(第
二版) 香港 香港特區政府
香港理工大學中文及雙語學系 (2010) 理大實用中文寫作手冊
香港 香港理工大學中國語文教學中心
陸谷孫(2008)英漢大詞典 上海上海譯文出版社
經濟日報出版社 (2002) 中國商務應用文書手冊 香港 經濟日
報出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
84
Subject Code SPD4563
Subject Title Chinese Media in the Bilingual Context
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject presents and explores issues of bilingualism and
multiculturalism in Chinese media practice in the accelerated globalising
and pluralistic societies of today utilising conceptual resources from
bilingualism and discourse analysis The students are encouraged to
reflect and generalise the use of language and languages in media
discursive practice and to apply and extend their creative and critical
thinking capacity as well as their bilingual knowledge and skills through
analysing and practicing different media genres in Hong Kong and the
related Cultural China regions
Intended
Learning
Outcomes
Students are expected to be able to
a acquire a good understanding of the sociocultural and
sociolinguistic characteristics of Chinese media in Hong Kong and
its related Cultural China regions
b appraise critically language-related issues of media communication
in the accelerated globalising and digitalising world
c develop further bilingual knowledge and skills with an appropriate
usemix of signs styles and symbols for Chinese media production
in a pluralistic society
d develop critical and creative thinking via analysing and producing
different media products in Hong Kong and the related Cultural
China region
e develop integrated biliteracy and trilingualism with heightened
awareness and appreciation of the multilingual and multicultural
mix in Hong Kong and the related Cultural China regions
Subject
Synopsis
Indicative
Syllabus
1 Globalisation localisation and the development of Chinese media
2 Orality and literacy in Chinese media
3 New words and formation in Chinese media
4 Codemixing and codeswitching in Chinese media
5 Intertextuality and hybridity in Chinese media
6 Stylistic variations and changes in Chinese media
7 Signs and Symbols in Chinese media
8 Ideology and image transformation in Chinese media
85
Teaching
Learning
Methodology
The subject will be divided into lectures and seminars Lectures will
cover the major themes in the broadest form while seminars will
concentrate on the special topics andor case studies A combination of
various exercises including presentation class discussion and media
work production will be utilised to maximise the learning outcomes for
the students Tutorial sessions will be arranged to assist students to
complete their assignments satisfactorily
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes
to be assessed
a b c d e
Continuous
Assessment
100
1 Presentation 20
2 Class
participation 15
3 Media
production 45
4 Quiz 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Student Study
Effort
Expected
Class contact
Lectures 26 Hrs
Seminars 13 Hrs
Other student study effort
Readings amp Discussion 30 Hrs
Writing amp problem-solving tasks 50 Hrs
Total student study effort 119 Hrs
86
Reading List
and References
Baran Stanley J 2007 Introduction to Mass Communication Media
Literacy and Culture (Updated 4th ed) New York McGraw-Hill
Chan K J W Walls and D Hayward 2007 (ed) East-West
Identities Globalisation Localisation and Hybridisation Boston
Brill
Craig T J and R King 2002 Global Goes Local Popular Culture in
Asia Hong Kong Hong Kong University Press
Li David CS 1996 Issues of Bilingualism and Biculturalism A Hong
Kong Case Study New York Peter Lang
Lee CC JM Chan Z Pan and CY K So 2002 Global Media
Spectacle News War over Hong Kong New York State University of
New York Press
Machin D amp T V Leeuwen 2007 Global Media Discourse A
Critical Introduction New York Routledge
Meinhof U amp J Smith 2000 Intertextuality and the Media From
Genre to Everyday Life New York Manchester University Press
Wu D D (ed) 2008 Discourses of Cultural China in the Globalising
Age Hong Kong Hong Kong University Press
Lee Francis L F (2014) Talk radio the mainstream press and public
opinion in Hong Kong Hong Kong Hong Kong University Press
王建華主編 2006《資訊時代報刊語言跟蹤研究》杭州浙
江大學出版社
吳東英 許謙文 2000 方言變異還是語體變異 內地與香港娛
樂新聞的語篇差異分析《中國語文》第一期35-41頁
吳東英秦秀白吳柏基2004香港報刊語言口語化的表現形
式和功能《當代語言學》 第3期248-256頁
俞旭郭中實黃煜主編(1999)《新聞傳播與社會變遷》香
港中華書局
鄭慶君 2007《手機短信中的語言學》長沙湖南大學出版
社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate
87
Subject Code SPD4564
Subject Title Classical Chinese for Today
Credit Value 3
Level 4
Medium of
Instruction
Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to help our student to break the language barrier that
prevents them to access the civilisation of Ancient China recorded in the
textual forms It enables students to acquire reading ability in Classical
Chinese by adopting the principled systematic approach devised by Wang
Li and his team at Peking University to the acquisition of Classical
Chinese on the part of undergraduate students The essence of this
approach is the division of teaching materials into three parts namely (1)
texts (2) basic vocabulary (3) grammatical patterns and relevant
knowledge with a strong sense of striking a balance between maximising
the utility of each of these three parts and integrating the three as far as
practicable
Intended
Learning
Outcomes
Students are expected to be able to
a acquire sufficient vocabulary to understand Classical Chinese
b acquire the basic grammatical features that are commonly found in
Classical Chinese
c make use of dictionaries and reference works that are instrumental
in studying Classical Chinese source material
d generalise and apply the knowledge acquired to comprehend newly-
encountered texts
e translate Classical Chinese into modern Chinese
f appreciate the historical developments of Chinese language
g relate the classical texts to the cultural historical philosophical and
social evolutions in China
h develop critical and logical thinking through learning Classical
Chinese in a systematic manner
i acquire life-long learning skills through the application of
dictionaries and reference works in the study
j enhance the appreciation of traditional Chinese civilisation
including culture history and philosophy
k identify the influences of traditional Chinese civilisation on the
contemporary world
l have a better sense of historic-national identity and responsibility
88
Subject
Synopsis
Indicative
Syllabus
A Selected Texts
1 Pose Zuozhuan (左傳) Mencius (孟子) Lunyu (論語)
Zhuangzi (莊子) Xunzi (荀子) Han Fei Zi (韓非子)
Zhanguoce (戰國策) Sun Zi (孫子兵法) Shiji (史記)
Hanshu (漢書)
2 Poem Shijing (詩經)Chuci (楚辭)Tangshi (唐詩)
Songci (宋詞)
B Vocabulary
1 The basic meanings and the extended meanings of the
lexical items found in the selected text
2 The synonyms and related words of the lexical items
3 The semantic change of the lexical items in the history of
Chinese language
C Grammatical features
1 Sentence types and their markers
2 Passive versus active sentences
3 Lexical categories Pronouns Connectives prepositions
adverbs and particles
4 The functional shift of lexical categories in Classical
Chinese
5 Word Order in Classical Chinese
D Relevant Knowledge
1 Major dictionaries and reference works in studying
Classical Chinese
2 The metrical patterns in poems and verses
3 The family names and personal names in Ancient China
4 The official titles Ancient China governments
5 The rituals and festivals of Ancient China
6 The astronomical calendar adopted in Ancient China
Teaching
Learning
Methodology
In addition to lectures provided by the subject teacher students will be
required to apply the taught skills to solve problems in understanding
Classical Chinese on their own Critical discussion on the different
commentaries and annotations of the selected texts will be held
Presentations on the socio-cultural aspects of Ancient China will also be
required
89
Assessment
Methods in
Alignment
with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning outcomes to be assessed
a b c d e f g h i j k l
Continuous
Assessment
50
Examination 50
Total 100
Continuous assessment items andor weighting may be adjusted by the subject
lecturer subject to the approval of the School Programme Committee
The subject will be assessed by assignments and examination The take-
home assignments assess the respective knowledge and skills for the subject
while the final examination assesses studentsrsquo vocabulary size
comprehension ability and translation skills of Classical Chinese
Student
Study
Effort
Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self studies 60 Hrs
Course work (total 3) 9 Hrs
Total student study effort 108 Hrs
Reading
List and
References
王力主編2006《古代漢語》(校訂重排本)一至四冊北京中華
書局
張世祿2004《古代漢語教程》(修訂版)上下冊上海復旦大學
出版社
王力1984《談談學習古代漢語》濟南山東教育出版社
王力編2000《王力古漢語字典》北京中華書局
王政白1992《古漢語同義詞辨析》合肥黃山書社
楊伯峻何樂士2001《古漢語語法及其發展》(修訂本)北京
語文出版社
村夫向東1985《古漢語語法手冊》太原山西人民出版社
周振甫2004《怎樣學習古文》北京中華書局
張中行2007《文言津逮》北京中華書局
The Reading List and References are indicative Relevant reading materials
will be suggested and assigned from time-to-time when they are deemed
90
appropriate
91
Subject Code SPD4565
Subject Title Communications in Greater China
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
Greater China is a political plurality and is multicultural with policies
and practices of communications varying from polity to polity This
subject will provide students with a survey and understanding of the
social and media characteristics and the communicative norms that are
essential for interpreting evaluating and designing corporate
communication materials related to media relations in the region
Conceptual resources from global communication and cross-cultural
competence will be utilised with the hope to further develop the
studentsrsquo multilingual sensitivity and their multicultural competence
which should help them better adapt to their future professional life
Intended
Learning
Outcomes
On successfully completing the subject students will be able to
a articulate the social systems and the characteristics of persuasive
communication in the Greater China region
b articulate the media systems and characteristics that are relevant
to media relations management in the region
c evaluate the appropriateness and effectiveness of the language for
persuasion in the region based on their acquired knowledge of the
communicative norms and variations within the region
d plan design and produce integrated materials for public
communication campaigns and managing publicity for the
corporation
e broaden outlooks with enhanced knowledge and understanding of
the linkages and differences in the Greater China region
f enhance biliteracy and trilingualism with heightened awareness
and performance in using different Chinese varieties and styles in
relation to the context of the region
Subject
Synopsis
Indicative
Syllabus
1 The emergence of the concept Greater China and its constituents
2 Governmental policies and practice of communications in Greater
China
3 Public opinions and corporate image management in Greater
China
4 External corporate communications in Greater China
interpersonal dimension
5 External corporate communications in Greater China media
systems and practice
92
Teaching
Learning
Methodology
In addition to attending lectures and tutorials students are provided with
tasks that require survey evaluation and comparison as well as practice
of various forms of corporate communication and of managing
interpersonal and media relations for the corporation in the region
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e f
Continuous
Assessment
100
1 Presentation
oral quiz 20
2 Problem set 40
3 Quiz 20
4 Participation
tutorial 20
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The presentation oral quiz allows the students to demonstrate their
understanding of lecture content and provides them with an opportunity
to deal with a special topic within the subject in depth The problem set
will involve applying the conceptual resources learned from the subject
to 1) critically evaluate and justify the suitability of persuasive
communication(s) in Greater China 2) critique the existing approaches
and construct an alternative model for persuasive communication in the
region andor 3) plan and design materials for effective public
communication campaigns in the region While the quiz assesses the
studentsrsquo grip of the subject matter of a general nature the students are
also encouraged to participate actively in class by discussing with their
fellow classmates in the QampA session after the presentation oral quiz
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Readings and Discussion 35 Hrs
Writing and Problem-solving Tasks 35 Hrs
Total student study effort 109 Hrs
93
Reading List
and
References
Lu Xing Wenshan Jia and D Ray Heisey (ed) 2002 Chinese
Communication Studies Contexts and Comparisons Westport CT Ablex
Publishing
Miller Dan P amp Robert L Heath 2004 Responding to Crisis A Rhetorical
Approach to Crisis Communication Mahwah NJ Lawrence Erlbaum
Associates Publishers
Magala Slawomir (ed) 2005 Cross-cultural Competence London
Routledge
McPhail Tomas L 2006 Global Communication Theories Stakeholders
and Trends Malden MA Blackwell Publishing
Rawnsley Gary D and Ming-Yeh T Rawnsley (ed) 2003 Political
Communications in Greater China New York RoutledgeCurzon
Stiff James B and Paul A Mongeau 2003 Persuasive Communication
New York The Guiford Press
Wu Doreen D (ed) (2008) Discourses of Cultural China in the
Globalising Age Hong Kong Hong Kong University Press
Yu Bin (ed) 1996 Dynamics and Dilemma Mainland Taiwan and Hong
Kong in a Changing World New York Nova Science Publishers
陳國明主編 2004《中華傳播理論與原則》五南圖書出版股份有限
公司
胡泳ldquo在互聯網上營造公共領域rdquo《現代傳播》2010 年第 1 期
单业才编著 2007 《企业危机管理与媒体应对》北京 清華大學出
版社
林景新著 2009《网络危机管理》廣州暨南大學出版社
劉建明 2006 《新聞發布概論》北京 清華大學出版社
張海洋 2006《中國的多元文化與中國人的認同》民族出版社
翟學偉 1994 《面子 人情 關係網》河南人民出版社
翟学伟 2011 《中国人的脸面观 形式主义的心理动因与社会表
征》 北京大学出版社
朱海松 2010 《网络的破碎化传播传播的不确定性与复杂适应
性》中国市场出版社
單波石義彬劉學 2011《新闻传播学的跨文化转向》上海交通
94
大學出版社
石国亮 2012《新媒体时代公关案例》 研究出版社
黎佩兒 2012《香港傳媒-新聞自由與政治轉變》天地圖書出版
社
The Reading List and References are indicative Relevant reading materials will
be suggested and assigned from time-to-time when they are deemed appropriate
95
Subject Code SPD4566
Subject Title Consecutive Interpreting
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Pre-requisite SPD3262 Interpreting for the Professions
Objectives
This subject is designed to consolidate the basic interpreting skills
learnt in ldquoSPD3262 Interpreting for the Professionsrdquo and further
develop studentsrsquo interpreting abilities by training them to be able to
undertake consecutive interpreting (CI) tasks on general topics in
the workplace In this subject students will learn some essential CI
skills such as active listening note-taking and oral presentation to
behave professionally in CI Practice will focus on CI tasks on
various topics between Chinese (MandarinCantonese) and English
Intended Learning
Outcomes
On successfully completing the subject students will be able to
a master the basic skills and strategies essential to CI
b recognise the specific requirements of an interpreting task
c make adequate preparation for a CI task
d apply CI to a wide variety of situational uses
e undertake interpreting tasks in the workplace
Subject Synopsis
Indicative Syllabus
1 Basic concepts of interpretation
Functions and features of different types of interpretation
Criteria for good interpretation
Professional ethics and practice
2 Skills for CI
Note-taking skills
Improvisation skills
Public speaking skills
Sight translation skills
TeachingLearning
Methodology
Classes will be conducted in a language laboratory in an interactive
mode Speech recordings on current affairs will be used in classes as
training materials to keep students updated on latest events to
widen their vocabulary and to enrich their repertoire of expressions
In addition audio and video recordings of professional interpreters
will be shown in order to expose learners to different interpreting
styles Students will also be asked to research on interpreting
assignments that cover a variety of topics on current local and
international issues Through class discussion students are guided to
develop self-evaluation and peer-evaluation skills
96
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific
assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c d e
Continuous
Assessment
100
1 Class
participation and
performance
10
2 Mid-term quiz 30
3 After-class
practice 20
4 Final quiz 40
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
The subject adopts formative assessment method Specifically
students will be assessed through a series of quizzes in the course of
learning These quizzes will be conducted at different learning
stages to assess studentsrsquo performance under pressure and to
evaluate studentsrsquo progress of learning CI from Chinese (mainly
Cantonese) to English and English to Chinese (mainly Cantonese)
will carry equal weighting in the assessment
Student Study
Effort Expected
Class contact
Teaching and learning in language lab 39 Hrs
Other student study effort
Doing listening and interpreting exercises outside
class 39 Hrs
Reading lecture notes and doing interpreting
assignments 39 Hrs
Total student study effort 117 Hrs
Reading List and
References
Gentile Adolfo Uldis Ozolins amp Mary Vasilakakos 1996 Liaison
Interpreting A Handbook Melbourne Melbourne University Press
Gillies Andrew 2005 Note-taking for Consecutive Interpreting A
Short Course Manchester St Jerome Publishing
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when
they are deemed appropriate
97
Subject Code SPD4568
Subject Title Translation for Business and Commerce
Credit Value 3
Level 4
Medium of
Instruction
English and Chinese
Pre-requisite
Co-requisite
Exclusion
Nil
Objectives
This subject aims to train students in the practice of translation for
business and commerce Students will be introduced to basic concepts
and principles relating to business and commercial translation
Through a variety of hands-on tasks students will acquire and apply
specific strategies and techniques to tackle translational problems in
various types of business and commercial texts Students will also
learn to think critically about ethical issues that professional
translators face in the industry
Intended Learning
Outcomes
At the end of the course students should be able to
a Reflect critically on basic concepts and principles relating to
business and commercial translation
b Identify specific strategies and techniques in solving
translational problems in business and commercial texts
c Apply the concepts principles strategies and techniques
acquired to the translation of various types of texts in the
business and commercial domain
Subject Synopsis
Indicative
Syllabus
1 the nature and function of business and commercial translation
2 basic concepts and principles
3 translating general business documents strategies and
techniques
4 translating technical financial documents strategies and
techniques
TeachingLearning
Methodology
This subject will be conducted in a highly interactive seminar mode
Lectures will be complemented by hands-on tasks and class
discussions Assignments will be designed to help learners apply the
knowledge acquired in class to practical translation work
98
Assessment
Methods in
Alignment with
Intended
Learning
Outcomes
Specific assessment
methodstasks
weighting
Intended subject learning
outcomes to be assessed
a b c
Continuous
Assessment
100
1 Assignment 1 25
2 Assignment 2 25
3 Assignment 3 25
4 Assignment 4 25
Total 100
Continuous assessment items andor weighting may be adjusted by the
subject lecturer subject to the approval of the School Programme
Committee
Being a skill-oriented subject assessment is based primarily on
assignments and an end-of-semester class test
Student Study
Effort Expected
Class contact
Lectures 26 Hrs
Tutorials 13 Hrs
Other student study effort
Self-study 84 Hrs
Total student study effort 123 Hrs
Reading List and
References Brett Michael (2000) How to Read Financial Pages London Random
House
Downes J amp Goodman J E (2006) Barronrsquos Dictionary of Finance
and Investment Terms 7th edition New York Barronrsquos
Downes J amp Goodman J E (2003) Barronrsquos Finance amp Investment
Handbook New York Barronrsquos
周兆祥(2004)《財經翻譯精要》香港商務印書館
李德鳳(2007)《財經金融翻譯》香港香港大學出版社
白雲開 (2001)《21世紀商用中文書信寫作手冊》香港香港城
市大學出版社
張新紅李明 (2011)《商務英語翻譯》北京高等教育出版社
99
陳仕彬 (2003) 《金融翻譯技法》香港中文大學出版社
許建忠 (2003)《工商企業翻譯實務》香港中文大學出版社
方夢之毛忠明 (2008) 《英漢mdash漢英應用翻譯綜合教程》上
海上海外語教育出版社
李長栓 (2012) 《非文學翻譯理論與實踐》北京中國對外翻譯
出版公司
王恩冕 (2005) 《如何翻譯英語報刋經濟文章》北京對外經濟
貿易大學出版社
The Reading List and References are indicative Relevant reading
materials will be suggested and assigned from time-to-time when they
are deemed appropriate