• Audio – visual and text-based resources - 1-2 hours
• Discussions, individual and collaborative activities - 2-3 hours
• Quizzes, assignments, summative activities - 2-3 hours
• Expected commitment per week - 5-8 hours

• Exchange posts with their peers and interact using discussion – forums, chats, Skype, audio/video conferencing;
• Review and discuss online and text-based resources;
• Work individually using a spectrum of online tools.

• Text/dialogue, new words and expressions, the use of upper case, academic style, sentences, dialogue/text;
• Text/dialogue, new words and expressions, spelling of the words, formal style, sentences, dialogue/text;
• Text/dialogue, new words and expressions, direct and indirect speech, everyday conversation style, sentences, dialogue/text;
• Text/dialogue, new words and expressions, public, oratorical style, text types interview, dialogue/text;
• Text/dialogue, new words and expressions, art style, monologue, text/dialogue;
• Text/dialogue, new words and expressions, debate, information text, dialogue/ text;
• Text/dialogue, new words and expressions, comparisons, dialogue/text;
• Text/dialogue, new words and expressions, metaphor dialogue/text.

Upon completion of the course, students will fluently communicate in any field and in any situation. Students will speak fluently, comprehend, analyze and discuss oral and written texts, as well as share their point of view concerning any topic. Students will read different topics, large and complex texts, express own thoughts and engage in a dialogue. Students will have an enhanced vocabulary through academic, formal, artistic style words.

In case of selecting the regular program, one lesson will be covered in a week, and the course will be completed in 9 weeks, including the orientation week. In the case of selecting the slow-mode program, one lesson will be covered in two weeks, and the course will be completed in 16 weeks, including the orientation week.

Students are required to actively participate in on-line discussions, forums and chats, to participate in individual and collaborative activities, and to meet deadlines for assignments. Students are required to be familiar and comply with Academic Policy of AVC. 

Student performance will be evaluated based upon total points accumulated throughout the term according to the following: 

20% - participation
20% - assignments
30% - midterm exam
30% - final exam

Grades will be assigned by letters according to AVC Grading Policy

The electronic resources have been designed for user-friendly access and comprehension by a broad audience. Activities and online discussions are supported by the illustration-writing, listening method, as well as the top-down method. Individual and collaborative student assignments are designed to engage students in authentic research and sharing of information. Students will gain from the course in direct relationship to the contributions they make to their own learning.

No hardcopy texts are required. Selected online resources will be included as part of the lessons. Students are required to read/listen/view all material and complete all assignments.
The online resources are drawn from the publicly available professional language literature, academic curricula, recent publications in professional journals, and educational material used in schools. The Eastern Armenian course is based on the following method: to provide students with the opportunity to listen to the pronunciation of words and sentences and then to learn how to read and write correctly.

• Abrahamyan A. «Հայոց լեզու, բառ ու խոսք»[Armenian language, word and speech]. (Yerevan, 1972).
• Gyulamiryan J. «Հայոց լեզվի տարրական ուսուցման մեթոդիկա»[Armenian Language. Teaching methodology of elementary Armenian].(Yerevan, 2006)].
• Jahukyan G. «Հայոց լեզու» [Armenian Language].(Yerevan, 1978).
• Kapinos V. I. «Развитие речи. Теория и практика обучения» [The Development of Speech. Theory and Practice of Teaching].(Moscow, 1991).
• Savignon S. J. & Berns M. S. Communicative language teaching: Where are we going? Studies in Language Learning.(Oxford: Oxford University Press, 1983).