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FRIST SEMESTER COURSERS

Name of the subject: Writing 1 (GNL_101)

Credits: 4 credits

Course Description:

This module aims to develop students’ basic writing skills with particular focus on sentence types, structures, and function. It begins with the student knowing the types of sentences, correcting sentences, punctuations.

Thus, the students will study the following topics:

Types of sentences, run on sentences and how to correct them, sentence and sentence fragments, compound subject and compound predicate, types of punctuations and how to use then in sentences and references.

By the end of this course the students should be able to

Aware of different types of English sentences,
Aware of the structure of any English sentences;
Aware of the conjunctions and subordinating conjunctions;
Aware of punctuation roles of English sentence
Able to write correct sentence

Recourses:

Erlina. S., Nirwanto, R., Sabrun, and Miftah, M. (2014). Developing sentences into paragraph: course material for paragraph writing.

Jawa Timur.Genius Media. Dew, S. (2012) Learn English paragraph writing skills. Hbicambodia.com

Name of the subject: Reading 1 (GNL_102)

Credits: 4 credits

Course Description:

This module grades appear on students’ university transcripts as three-credit-hour courses. The module has been designed to develop reading skills as well as to enrich students’ vocabulary knowledge. This course targets different elementary texts to be extracted from: magazines, newspapers and storybooks that presumed to level up students’ English reading skills. Each of the chosen texts to be targeted in this module contains up to 600 words. Many issues to be considered in teaching this course that includes: learning words before reading, repetition and multiple exposures, learning in rich contexts, incidental learning, the chosen texts have to contain more than 80% of the most frequent 1000 words of the most common words used in English. This module will be taught intensively or extensively. Extensive reading helps in developing language through exposing language acquirers/learners to as many different genres or subjects as possible whereas intensive reading fulfils the language acquirers’/learners’ need to develop their language in one particular subject through reading different sources dealing with that target subject. The course has been designed to present activities at elementary level, complete with ideas for board work and pictures teachers can copy. All the activities are simple and adaptable. They are particularly well-suited to classrooms where there are few resources apart from a board, paper, and pens. The aim of this course is to develop students’ basic reading skills with particular focus on enriching students’ vocabulary knowledge.

Recourses:

Soars, L. & Soars, J. (). New headway: elementary. Oxford. Oxford University Press.

Name of the subject: Grammar 1 (GNL_103)

Credits: 4 credits

Course Description:

This module is a three-credit-hour course designed for undergraduate students studying English as a foreign language. It is the first of four modules aimed at providing a comprehensive understanding of practical English grammar. The module focuses on sentence mechanics, usage, functions, and a general review of problematic grammatical areas. The teaching methods employed include lectures, practice and presentation, class and group discussions, as well as task and assignment supervision.The aim of the course is to familiarise students with the basic structures of English and linguistic forms, and to train them to use these elements correctly in their speaking and writing. The objectives include identifying parts of speech and linguistic forms, producing grammatically correct sentences, using count and non-count nouns and articles appropriately, and improving reading and listening skills without experiencing grammatical difficulties. The course content covers topics such as word classes, sentence structure, nouns, verbs, articles, personal pronouns, adjectives, adverbs, the future tense, and prepositions.To achieve these objectives, the course provides illustrative examples, suggests strategies, and includes review worksheets, activities, and assignments to ensure skill mastery. References for further reading and study materials are also provided, including books such as “Long-man Advanced Learners’ Grammar,” “Grammar Spectrum 2,” “The Good Grammar Book,” “A Practical English Grammar,” and “Modern English Exercises for Non-native Speakers.”Overall, the module aims to develop students’ knowledge and understanding of English grammar, provide opportunities for practice and assessment, and address learners’ problems and mistakes through additional explanations.

Recourses:

. Foley, M. & Hall, D. 2003. Longman Advanced Learners’ Grammar. A self-study reference & practice book with answers. Longman.

Harrison, M. 1995. Grammar Spectrum 2. Oxford University Press.
Swan, M. & Walter, C. 2001. The Good Grammar Book. With Answers. Oxford University Press.
Thomson, A. J. & Martinet, A. V. A Practical English Grammar. Oxford University Press.
Frank, M. 1985. Modern English Exercises for Non-native Speakers. Part I. University of Al Fatah.

Name of the subject: Speaking1 (GNL_104)

Credits: 4 credits

Course Description:

This module is one of four spoken courses that graded as satisfactory or unsatisfactory. The module grades appear on students’ university transcripts as three-credit-hour courses. The credit hours count toward fulfilling graduation requirements for the degree B.A. in linguistics, TESOL, translation and literature programs. This module emphasizes the development of fluency and intelligibility in spoken English. Students work, through individual and group activities, on improving pronunciation, practicing conversation strategies and delivering oral presentations. The course has been designed to present activities at elementary level, complete with ideas for board work and pictures teachers can copy. All the activities are simple and adaptable. They are particularly well-suited to classrooms where there are few resources apart from a board, paper, and pens.

This module aims to develop students’ ability to speak English fluently and interactively. In addition to that, the course aims to introducing students to spoken strategies and enlarge students’ vocabulary knowledge as well as grammatical knowledge. Upon the completion of this module, students should: 1. attain and enhance competence in speaking. 2. be confident in speaking English; 3. heighten students’ awareness of English grammar in speaking; 4. heighten students’ awareness of English pronunciation in speaking 5. be able to use spoken strategies in conversation. The course includes the following topics; Greetings and introductions, personal information, nationalities, countries, families, describing people, parts of the body, telling the time, locating objects, feelings, leisure activities, food and drink, daily routines, etc..

Recourses:

Hadfield, J. and Hadfield, C. (2000). Oxford basics Simple speaking activities. Oxford. Oxford University Press

Name of the subject: Listening (GNL_105)

Credits: 4 credits

Course Description:

This is a two credit hour course that focuses mainly on listening skill and the difference between hearing and listening. Recognize the three basic skills of listening. The difference between hearing and listening. Define barriers to listening. Summarize listening habits. Describe irritating listening habits. Recognize body language. Describe listening and lectures. Summarize activities that improve listening skills. It also focuses on vocabulary building, grammar and pronunciation skills. The course aims at developing students’ skills in listening and explains the ins and outs of what good listening skills consist of, why they are important and how you can improve them. The key objectives of this course are to enable students to determine what type of listener they are, provides basic skills of listening, barriers to listening, listening habits, body language, and activities to improve listening habits. Students will learn the importance of physical attributes, active listening, attitude, perception, bias, language barriers, key gestures, and even how to take good notes.. The course learning outcomes are students will be able to distinguish spoken expressions All words have multiple sound shapes, flavours and colours, Words occur in clusters (word clusters) rhythmic groups and Each component of the cluster or group influences the sound shapes of its neighbours.

Recourses:

Brown, S. (2006). Teaching listening (Vol. 7). New York: Cambridge University Press.

Dunkel, P. (1991). Listening in the native and second/foreign language: Toward an integration of research and practice. TESOL quarterly, 25(3), 431-457.

King, Kevin. The Big Picture: Idioms as Metaphors. Boston: Houghton Mifflin College Division, 1999. ISBN: 0395917123.

Richards, J. C. (2008). Teaching listening and speaking (Vol. 35, No. 4). Cambridge: Cambridge university press.

Electronic Materials

1. https://learnenglish.britishcouncil.org/skills/listening

2.https://www.oxfordonlineenglish.com/free-english-listening-lessons

3.https://learnenglishfunway.com/100-easy-english-listening-lessons-for-beginners/

SECOND SEMESTER COURSERS

Name of the subject: Writing 2 (GNL_201)

Credits: 4 credits

Course Description:

This course prepares students to write well-structured paragraphs by following a step by step approach. They will be introduced to the writing process with all the stages involved. Students are going to:

employ a number of prewriting techniques and develop ideas
analyze a model paragraph and apply the techniques noticed
organize paragraphs around controlling ideas
identify different types of paragraphs
write short, simple as well as longer paragraphs of different types
proofread, edit, and correct drafts for common EFL errors of grammar, mechanics, and word usage

This module covers a range of communication tasks and projects that are typical of what students will produce in their academic written assignments. The assignments are designed to also teach vocabulary, grammar and mechanics that are essential to academic success. Students will also learn how to analyze and improve their own writing by reading and responding to their classmates’ drafts.

Recourses:

Linda, B. 2014. Longman Academic Writing Series: sentences to paragraphs: levels 1 & 2

Name of the subject: Reading 2(GNL_202)

Credits: 4 credits

Course Description:

This module takes students of English Language, step by step, to comprehend language communication from different perspectives. It begins by explaining the relationship between language and reading texts and the factors that influence the production and understanding language utterances. Similar to any other language module and cognitive strategies, students are introduced to different texts associated with the module. However, the overall objective of introducing this module of is generally to raise reading awareness in different interactional contexts. Thus, students should be able to analyze activities of different types of texts, even eavesdrop on conversations and report findings. It helps students to improve their understanding when what is intended is not what is said. Thus, students would study the following topics: Why Are we shy, It is all an act, A cleaner way to shop? , Green Airplanes, The world’s strangest Hotels, What is American food, All about music, Cannot name that Tune? , Famous Flops , The food we love, The movie business, All in the family, Music

Recourses:

Lynn Bonesteel. (2011) The Real Reading2. Blackwell. Oxford University Press.

Karen Blanchard (2007) For your Reading. New York: Arnold Publishers.

Name of the subject: Grammar 2 (GNL_203)

Credits: 4 credits

Course Description:

This course is designed to provide intermediate non-native speakers of English with a knowledge of grammatical structures that improves academic communication. Emphasis is on using intermediate grammatical structures in meaningful contexts through exercises integrating the use of newly acquired structures with previously learned structures. Upon completion, students should be able to demonstrate improved proficiency, comprehension and grammatical accuracy. • Students will have the ability to identify academic terminology related to English grammar. • Students will have the ability to apply the appropriate us of the English verb system, modals, the English article system, and subject-verb agreement in context in order to be able to produce sentences using correct form and function and to increase reading comprehension. • Students will be able to distinguish between count and non-count nouns and active and passive voice and will have the ability to use them appropriately. • Students will know how to recognize global and local grammar errors in writing and speaking. • Students will know how to apply self-editing strategies for the improvement of their academic writing and speaking skills.

Recourses:

M.Fuchs&M. Bonner.( 2007) Grammar Express. Longman V. Anderson, G. Holley and R. Metcalf (2007) Grammar Practice for PreIntermediate Students. Pearson Longman.

Name of the subject: Speaking 2 (GNL_204)

Credits: 4 credits

Course Description:

This course responds to the call from both faculty and students to provide individualized and intensive academic instruction for students’ understanding and developing any professional scholarly works. This course is also intended to prepare the targeted students to study and apply communicative conversation skills of English throughout situations. Course topics include all teaching methods concerned with both skill, listening and speaking, and practice related to the course topics or any given ones assigned by the instructor.

Course Objectives:

-Students will be able to learn speaking by exposing them to different language situations.

-Students will be able to learn and distinguish between formal and informal language.

-Students will be able to learn from the teacher’s side and the student’s side through discussion and collaboration.

-Students will be able to discuss topics through watching videos and listening to audio materials.

-Students will be able to develop, enhance and apply what has been learned throughout realistic situations.

-Students will be able to provide constructive peer review to classmates through activities.

-Students will be able to use constructive peer and teacher review to improve their understanding and learning.

Thus, students would study the following topics:

Greetings. Making friends. Greetings – Formal & Informal Language I. Things in common.Vocabulary I (action verbs). Do you come here a lot?. Country Roads.Making conversations. I am Ready. Interests. At the Restaurant & At the Elevator. Leisure time. Pregnant at 15 2017. Music. I am Looking for an. ATM. I really like making things. Classroom Objects & Things You Find in the House. At the Hotel. Different hobbies. At the Restaurant. Travelling. Can I borrow a pen? Hobby groups. Formal & Informal Language II. Favorite websites. Describing people. Health. Describing personality and emotions feelings. Healthy living. Unhealthy habits. Recommendations. Aches and pains. Things happen. How come you are tired? Spring cleaningShowing surprise.Birthdays. Invitations. Ways to relax. Interesting places. Time to chill out. Having fun. Celebrations. Traditions. Special days. Festivals and things.Exploring the city.Celebrations around the world.Getting ready. Different places. Going away. I did it !Congratulations!I don’t remember exactly. Finding your way around. Teenage years. It is good to travel. A long time ago.Getting around.Around town.Out shopping

Recourses:

McCarthy, M., McCarten, J., SandiFord, H. (2014).

Name of the subject: Listening 2 (GNL_205)

Credits: 4 credits

Course Description:

Course Objectives:

-Students will be able to learn listening by exposing them to different language situations.

-Students will be able to learn from the teacher’s side and the student’s side through discussion and collaboration.

-Students will be able to discuss topics through watching videos and listening to audio materials.

-Students will be able to develop, enhance and apply what has been learned throughout realistic situations e.g. grammar, pronunciation etc.

-Students will be able to provide constructive peer review to classmates through activities.

-Students will be able to use constructive peer and teacher review to improve their understanding and learning.

Thus, students would study the following topics:

Greetings

Making friends

Greetings – Formal & Informal Language I

Things in common

Vocabulary I (action verbs)

Do you come here a lot?

Country Roads

Making conversations

I am Ready

Interests

At the Restaurant & At the Elevator

Leisure time

Pregnant at 15 2017

Music

I am Looking for an ATM

I really like making things

Classroom Objects & Things You Find in the House

At the Hotel

Different hobbies

At the Restaurant

Travelling

Can I borrow a pen?

Hobby groups

Formal & Informal Language II

Favorite websites

Describing people

Health

Describing personality and emotions feelings

Healthy living

Unhealthy habits

Recommendations

Aches and pains

Things happen

How come you are tired?

Spring cleaning

Showing surprise

Birthdays

Invitations

Ways to relax

Interesting places

Time to chill out

Having fun

Celebrations

Traditions

Special days

Festivals and things

Exploring the city

Celebrations around the world

Getting ready

Different places

Going away

I did it !

Congratulations!

I don’t remember exactly.

Finding your way around

Teenage years

It is good to travel

A long time ago

Getting around

Around town

Out shopping

Recourses:

McCarthy, M., McCarten, J., SandiFord, H. (2014).

Name of the subject: Phonetics 1 (GNL_206)

Credits: 4 credits

Course Description:

This aim of this course is to introduce students to Phonetics as well as its definitions and types. Students will also study the main organs of speech which are used to produce different sounds. Furthermore, consonants, vowels and diphthongs will be introduced in details with some examples for each one. The course also shows the students how each sound is articulated and transcribed phonetically.

Upon completion of this course, students will understand the concept of Phonetics and learn how to produce and pronounce each sounds accurately and correctly. They will also be able to transcribe sounds as well as being more able to distinguish between consonants, vowels and diphthongs.

Recourses:

Mark hancock.(2012). English pronunciation in use. Cambridge university press

Dale, & Poms. (2005). English pronunciation made simple

THIRD SEMESTER COURSERS

Name of the subject: Writing 3 (GNL_301)

Credits: 4 credits

Course Description:

This module is the third of four compulsory writing courses that designed to be one of the requirements for the degrees of Bachelor of Arts in applied linguistics and translation studies. This module has been designed to develop writing skills with a particular focus on writing English assays. It presents comprehensive overview of writing process and discusses matters that should be considered in producing types of essays. Writing I & II are fundamental pre-request for this module. This module is the basis of the coming courses that deal with academic writing and creative writing. The aim of this course is to develop students’ basic writing skills with particular focus on different types, structures and functions of different essays.

Recourses:

Starkey, L.(2004). How to write great essays. New York. Learning Express

Zemach, D. and Rumisek, L. (Unknown). Academic writing from paragraph to essay

Mackmilan. Available from https://library.unmas.ac.id/repository/EBK-00032.pdf

Name of the subject: Reading 3 (GNL_302)

Credits: 4 credits

Course Description:

This module takes students of English Language, step by step, to comprehend language communication from different perspectives. It begins by explaining the relationship between language and comprehension and the factors that influence the production and comprehending language utterances and interconnected language ability. Similar to any other language module and cognitive strategies, students are introduced to different texts associated with the module. However, the overall objective of introducing this module of is generally to raise reading awareness in different interactional contexts. Thus, students should be able to analyze and understanding language understanding activities of different types of texts, even eavesdrop on understanding and report findings. It helps students to improve their understanding and analytical when what is intended is not what is said. Thus, students would study the following topics: Move over Hollywood, Marketing the future, Your second life, Bigger is better, except when it’s no, Running around the world, Virtual reality. A power Tool, Choosing to be different, Reading colors. Reading colors, Crows brains and Geckos feet, Creature comforts, Trends in Tourism ,

A Blossom Lunch

Recourses:

Lynn Bonesteel. (2011) The Real Reading3. Blackwell. Oxford University Press.

Karen Blanchard (2007) For your Reading. New York: Arnold Publishers.

Name of the subject: Grammar 3 (GNL_303)

Credits: 4 credits

Course Description:

The course is teaching methods, this course aims at teaching learners the methods and approaches used in second or foreign language. In addition, it aims at giving a chance to the learners to have knowledge about the techniques and principles in which are used in language teaching. Moreover, this course clarifies to learners how to plan lessons, assess and evaluate learners’ progress, select and use teaching aids while teaching as a practical part. It is assumed that, at the end of this course, learners will be able to differentiate between the methods and approaches used in second or foreign language teaching. In addition, learners will be able to apply this knowledge in their career when they plan lessons and teach. Moreover, this course gives examples to each method to know their strength and weakness points.

Recourses:

Larsen- Freeman, D & Anderson, M, (2011) Techniques& Principles in Language Teaching, Oxford, oxford University Press. Spratt, M, The teaching knowledge test course, (2005) Cambridge, Cambridge University press

Name of the subject: Speaking 3 (GNL_304)

Credits: 4 credits

Course Description:

This course introduces learners to the very basic of English help them develop a basic ability to communicate and exchange information in simple way.Also, participation in class discussion fluently and interactively.

The focus of the course will be on practical language use. To give learners practice of language items ( vocabulary, grammar functions…etc).

Recourses:

Touchston. Cambridge. 2014

Michael Mc Carthy,Jean ne McCarter and Helen Sandiford

Speaking Extra: Cambridge

Miles Craven

Internet websites

Name of the subject: Listening 3 (GNL_305)

Credits: 4 credits

Course Description:

This is a four credit hour course that focuses mainly on listening and critical thinking skills of the students. It also focuses on vocabulary building, grammar and pronunciation skills. It aims at developing students’ skills in listening for main ideas and listening for detailed information from lectures and conversations. It also provides speaking practices such interview, presentation, agreeing and disagreeing in discussion and giving reason in conversation and many more based on a specific lesson provided by the teachers. The key objectives of this course are to enable students to listen for main ideas and details, make small talk, get meaning of new words from collocation, antonyms, synonyms and adjective order, interview a classmate, and present simple details about themselves. The Course Learning Outcomes are Students will be able to distinguish spoken expressions used in different contexts, match the words with their meanings, comprehend the main idea and specific information in a listening passage, distinguish between present tense verb forms in terms of pronunciation, and compose simple, grammatical sentences while speaking and the aims are student will be able to express their ideas confidently without any shyness and hesitation and foster a sense of academic ethics while indulging in assignments/presentations.

Recourses:

Brown, S. (2006). Teaching listening (Vol. 7). New York: Cambridge University Press.

Dunkel, P. (1991). Listening in the native and second/foreign language: Toward an integration of research and practice. TESOL quarterly, 25(3), 431-457.

Geranpayeh, A., & Taylor, L. (Eds.). (2013). Examining listening: Research and practice in assessing second language listening (Vol. 35). Cambridge University Press.

Rivers, W. M., & Temperley, M. S. (1978). A Practical Guide to the Teaching of English as a Second or Foreign Language. Oxford University Press, 200 Madison Ave., New York, NY 10016.

Stæhr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in second language acquisition, 31(4), 577-607.

Electronic Materials

1.https://learnenglishteens.britishcouncil.org/skills/listening

2.https://libguides.madisoncollege.edu/c.php?g=92509&p=5979 41

3.https://busyteacher.org/14411-how-to-teach-listening-skillsbest- practices.html

Name of the subject: Phonetics 2 (GNL_306)

Credits: 4 credits

Course Description:

This course introduces students to the study of physical aspect of speech (articulatory phonetics), and the technical terms required for speech description.

A great emphasis on enhancing the practical ability of the students to make and hear differences between sounds and speech utterances and to identify common pronunciation problems. In addition, this module focuses on studying the phonetics feature for each sound segment and suprasegmantal which includes syllables stress, and intonation. Consequently, this practical course aims to: 1 provide a solid foundation for studying the sound patterns of English and helping them mastering accurate phonetic transcription. 2 improve students production of the spoken language and help students practice some dialogues 3 .direct students with particular pronunciation difficulties. Thus, students would study the following topics: Articulatory phonetics, Vocal organs, IPA, Vowels and diphthongs, Phonetics features, Syllables, Word groups and stress, Word stress and Sentence stress , Changing word shapes, intonation, Intonation in telling, asking and answering, Intonation in managing conversation and Pronunciation Practice.

Recourses:

1 .O ‘Connor. 1967. Better English Pronunciation. With 2 cassettes. Cambridge University Press.

2 .Hancock. 2003. English Pronunciation in use (intermediate). Book with CD-ROM and audio CDs. Cambridge University Press .

3 .Hewings. 2007. English Pronunciation in use (Advanced). Book with CD-ROM and audio CDs. Cambridge University Press .

4 . Birjandi& Salmani-Nodoushan . 2005 . An introduction to phonetics. Zabankadeh Publications

FOURTH SEMESTER COURSERS

Name of the subject: Essay Writing 4 (GNL_401)

Credits: 4 credits

Course Description:

This module takes students of applied linguistics. The course aims to provide students with an understanding of writing essays. Students hopefully will understand the basic steps for writing essays, how to develop ideas for writing essays, the components of essays, outlining essays in addition to unity and coherence in writing essays. Students will also be required to practice writing essays in class where they have to apply their knowledge of what they have studied in classes.

The overall objective of introducing this module of linguistics is the students will be able to write essays based on what they have already studied. The course includes assignments and term papers. The students will be required to complete an assignment and submit a term-paper during the course. The details on both the assignments and term-papers will be elaborated during the course.

Thus, students would study the following topics: the different between paragraph writing and essays writing, the structure of an essay, formatting an essay, writing a thesis statement, outlining an essay, the purpose of an outline, writing an outline, introductions in an essay, the purpose of an introduction, types of information in an introduction, conclusions in an essay, the purpose of a conclusion, writing conclusions, unity, the importance of unity in essay writing editing an essay for unit, unity, the importance of unity in essay writing, and editing an essay for unity

Recourses:

Zemach and A, Rumisek, Academic writing from Pargraphs to Essay, Macmillan publisher limited 2005

Dorothy E. Zemach and Lisa A, Rumisek, Academic writing from Pargraphs to Essay, Macmillan publisher limited.

Name of the subject: Adv Reading Comprehension 2 (GNL_402)

Credits: 4 credits

Course Description:

The aim of this course is to develop students’ basic reading skills with particular focus on enriching students’ vocabulary knowledge.

This course targets different intermediate texts to be extracted from: magazines, newspapers and storybooks that presumed to level up students’ English reading skills. Many issues to be considered in teaching this course that includes: learning words before reading, repetition and multiple exposures, learning in rich contexts, the chosen texts have to contain academic words of the most common words used in English. The contents of the course include Activities such as: reading aloud, discussing the meaning of new vocabulary, finding out synonyms in the text, identifying topic sentence, identifying the main idea, reading text and matching words to a sentence extracted from the text, comprehension questions. Also, reading passages which includes: skimming or scanning for specific information, identifying the main and supporting ideas, summarizing and understanding argument.

Recourses:

Driscoll, L. (2008) Real Reading 4 with answers. Cambridge University Press.

Jakeman,V. &McDowell, C. (2001) Insights to IELTS. Cambridge. Cambridge University Press.

Name of the subject: Advanced Grammar (GNL_403)

Credits: 4 credits

Course Description:

The module has been designed to meet the needs of undergraduates who study English as a forging language. This module is the last of four modules that has been designed to expose students to comprehensive practical English grammar. The course concentrates on the mechanics of a sentence, usage, functions and a general review of grammatical problem areas. Each lesson illustrates concepts with examples, suggests strategies, and provides review worksheets, activities, and assignments to ensure skill mastery. The aim of this course is to familiarize students with the basic structures of English with particular focus on English adverbs propositions, connectives, Interjections and exclamations, clauses, Subordinate clauses, Conditional clauses, Direct and Indirect speech, as well as to train students to use these elements correctly in their speaking and writing.

Recourses:

Eckersley, C. E. and Eckersley J.M.(1985) Comprehensive English grammar. Hong Kong. Longman.

Thomson A. J. and Martinet A. V. (1986) Practical English Grammar. Oxford. Oxford University Press

Carter and M. McCarthy (2006)Cambridge Grammar of English. Cambridge

Name of the subject: Introduction to Linguistics (GNL_404)

Credits: 4 credits

Course Description:

This course introduces students to linguistics as a scientific study of human language. It is intended to familiarize students with universal properties of human language and linguistic diversity. Also, this module gives the basic knowledge of such issues as the terminology related to language origin, language’s structure, etc. The course focuses on major sub fields of linguistics: phonetics, phonology, morphology, syntax, semantics, and pragmatics. Students are also introduced to some branches of linguistics, such as, applied linguistics, sociolinguistics, historical linguistics, psycho and neorolinguistics, etc

Recourses:

Yule, G. (1996) The Study of Language. Cambridge University Press.

Name of the subject: Introduction to Literature (GNL_405)

Credits: 4 credits

Course Description:

Studying Literature is an essential part of learning any language and its culture, from this perspective this module has been prepared to enable students of general English to know more about the English language literature, by introducing to them the most important events and movements in the English Language. The objective of this course is to let students develop a thorough knowledge of literary history, theory, and criticism, and to enhance their understanding of a wide range of cultures and intellectual traditions.

It starts by giving brief explanations and definitions for the main terms of literature, i. e., literature, prose, drama, and poetry as well as their main characteristics. Then, students are introduced to learn more about the major literary movements and trend of the eight periods of English literature: The Anglo-Saxon literature, the Anglo-Norman era, the Renaissance, the Neo-classical era, the Romantic period, The Victorian era, the Modern English literature era, and the Contemporary period. All together with focusing on some of Shakespeare’s plays to make the students taste the wonderfulness of these masterpieces which affected the works of many writers till nowadays. Thus, by finishing this module students will have enough awareness about a variety of literary genres: poetry, drama, fiction, as well as the major aesthetic, political, religious, and social issues that have influenced, and at the same time helped to shape, English literature.

Recourses:

Bate, J. (2010). English literature: a very short introduction (Vol. 249). Oxford University Press.

Fulk, R. D., & Cain, C. M. (Eds.). (2013). A history of Old English literature. John Wiley & Sons.‏

Hattaway, M. (2008). Renaissance and reformations: an introduction to early modern English literature. John Wiley & Sons.‏

Pope, R. (2005). The English studies book: An introduction to language, literature and culture. Routledge

Thaler, E. (2016). Teaching English Literature. UTB

Name of the subject: Introduction to Translation (GNL_407)

Credits: 4 credits

Course Description:

This module takes students step by step on translation, provides students with basic translation concepts such as language, translation as communication process, sight translation, interpreting , tyoes of written translation, translator, text, context, source text, target text, cltcuer, machine translationand translation methodology. Also provides students with theoretical and practical knowledge about source text comprehension as the first step in the process of translation, types of dictionaries.

Recourses:

A Textbook of translation

Cpncepts, methoda and practice

Jamal Gaber

University book House

Al Ain _UAF

LINGUISTICS PRANSH

FIFTH SEMESTER COURSERS

Name of the subject: Academic Writing 5 (ling..501)

Credits: 2 credits

Course Description:

This course aims to provide students with the nature and concept of academic writing. It familiarizes them with some of the forms, purposes, types and examples of academic writing. The course also teaches students the main rules and conventions of academic writing as well as the steps and characteristics of writing essays. Additionally, more topics related to academic writing will also be covered in this course. These topics give students a wide exposure to the academic writing and make them more fully acquainted with its style.

Upon completion of this course, students will become more familiar with the notion, forms and styles of academic writing as well as how important it is at university level. Besides, students will also be able to express their thoughts and opinions through writing different types and styles of essays inside and outside the classroom context. By asking and encouraging them to write constantly, students will be capable of producing a good piece of writing Therefore, this course will cover the following topics: An introduction to academic writing, Writing in an academic style, Style and clarity, the main characteristics of academic writing, The Writing process, Writing university essay, Types of essays, Avoiding plagiarism, Academic honesty, plagiarism and cheating

Recourses:

Bowker.(2007). Academic Writing: A Guide to Tertiary Level Writing. Massey University.

Perutz.(2010). A Helpful Guide to Essay Writing. Student Services

Internet websites

http://owll.massey.ac.nz/pdf/Academic-Writing-Guide.pdf

Name of the subject: Analytical Reading (LIN.502)

Credits: 2 credits

Course Description:

This course provides extensive reading and text analysis which aims to improve students’ cognitive skills and critical thinking. The module targets different intermediate texts to be extracted from: magazines, newspapers and storybooks that presumed to level up students’ English reading skills. Each of the chosen texts to be targeted in this module contains up to 2300 tokens. Many issues to be considered in teaching this course that includes: learning words before reading, repetition and multiple exposures, learning in rich contexts, incidental learning, the chosen texts have to contain some the of lists and academic words of the most common words used in English. Reflection on reading texts based on students’ analysis is also one of the aims to be achieved during the course.

Recourses:

Kristin, C.; Monica, F.; David, M. 2019. Foundations of analytical reading.

Arthur, W. 1983. Analytical Reading and Reasoning. Innovative Science

ML Woods, 1995 ERIC AJ Moe. Analytical Reading Inventory: Assessing Reading Strategies for Literature/Story, Science, and Social Studies. ERIC

Name of the subject: Communicative Grammar (LIN.503)

Credits: 2 credits

Course Description:

This course aims mainly at teaching grammar roles in real context through providing lessons that include the four language skills (receptive and productive). In addition, it uses a grammar based approach with communicative methodologies to promote the development of all language skills in a variety ways. Students have more opportunities to share their experience, express their opinions, and relate the target grammar to their personal lives.

Recourses:

Hagen and Azor (2006),Understanding and Using English Grammar (5^th Edn).

Name of the subject: Conversation Skills (LIN.504)

Credits: 2 credits

Course Description:

This course designed to develop nonnative speaker oral skills that are relevant to establishing and maintaining direct conversation and communication with native and other nonnative speakers of English. The course focuses on a range of skillsets, including improving listening comprehension, participating in class discussions, understanding conversational strategies, giving group presentations, asking and answering questions, interacting effectively with native speakers, and improving through self-evaluation of speech.

Specifically, this course seeks to:

Explore strategies for communicating effectively in a variety of academic and social situations, e.g., expressing an opinion, agreeing/disagreeing, asking for clarification, interrupting, etc.
Enalyze the structures of language, the meaning behind these structures, and the pragmatic function of these structures in common social discourse structures • Establish the most common conversational rules and expectations for maintaining a conversation in English, while also establishing students’ ability to repair communication breakdowns using specific strategies
Rethink conversation as a give and take relationship, where one speaks but one must also listen in an active and concerted way
Develop student skills and experience in academic speaking situations (i.e., presentations)

Recourses:

Behera, A. (2022). Speaking English Confidently And Fluently. BFC Publications.

O’malley, J. M., Chamot, A. U., Stewner‐Manzanares, G. L. O. R. I. A., Russo, R. P., & Küpper, L. (1985). Learning strategy applications with students of English as a second language. TESOL quarterly, 19(3), 557-584.

Pawlak, M., Waniek-Klimczak, E., & Majer, J. (Eds.). (2011). Speaking and instructed foreign language acquisition (Vol. 57). Multilingual Matters.

Philpot, S., & Curnick, L. (2011). Headway academic skills: listening, speaking, and study skills. Level 2: teacher’s guide. Oxford, UK.: Oxford University Press.

Stob, P. (2015). Talk Like TED: The 9 Public-Speaking Secrets of the World’s Top Minds.

Name of the subject: Introduction to Morphology (LIN.506)

Credits: 2 credits

Course Description:

This module aims for the student to have a good background in morphology and to be aware of how to use English words in their appropriate conjugation. It begins with the student knowing the meaning of morphology and understanding the various morphological operations that take place on the word {root or infinitive} as well as the morphological operations in other languages in addition to the English language. Thus, the student will have the ability to compare the morphological operations that take place on the root and distinguish between word classifications, as well as analyze the compound word until he reaches its root in the correct way resulting in correct sentences and correct language.

Thus, the students will study the following topics:

Introduction to morphology and why it exists in the language, Root, derivational, inflectional morpheme, Morphemes, allomorphs, morphs, English inflectional morphology, English derivational morphology, Morphological description, Problems in morphological description, Compounding, morphology in other languages, Registers and words, Internal structure of complex words , Classifying words by their morphology

Recourses:

Delahunty, G. P. & Garvey J. J. (2010). Morphology and Word Formation. Cambridge University Press. 2ed

Yule, G. (2014). The Study of Language New York: Cambridge University Press. Fifth ed

Name of the subject: Phonology (LIN.507)

Credits: 2 credits

Course Description:

This course responds to the call from both faculty and students to provide individualized and intensive academic instruction for students’ understanding and developing any professional scholarly works. Students will establish their own goals and specific objectives around current pronunciation issues phonetically and phonologically. In fact, the learners are to have much more focus on phonology. Phonetics may have a minor part for their focus, though. This is because the students were supposed to be taught phonetics at the beginning semesters. Course topics including discussion and presentations related to the material studied are also being taken into consideration.

-Students will be able to show their understanding of the two terms phonetics and more emphasis on phonology.

Course Objectives

-Students will be able to learn phonological issues related to general theory i.e. phonetically and phonologically in particular.

Thus, students would study the following topics:

Introduction to Phonetics and Phonology

Redundancy and Distinctiveness

Levels of Sound Representation

Some Universals of Phonological Systems

The Psychological Reality of Phonological Descriptions

Distinctive Feature Theory

Phonological Analysis

Recourses:

Hyman, L. M. (1975). Phonology Theory and Analysis. Holt Rinehart Winston.

Name of the subject: Introduction to Syntax (LIN.508)

Credits: 2 credits

Course Description:

This course investigates the syntax or sentence structure properties of human language. The focus here is on human language as a specific cognitive capacity restricted to humans, rather than on the individual languages (e.g. English, Arabic, Hindi) that are made possible by the existence of this capacity. For this reason, the course explores in detail many structural properties that are common across different languages, even those that clearly do not share a common recent past. A simple example: all languages have specific strategies to ask questions that make them different from affirmative sentences (e.g. English uses special question words — ‘who’, ‘what’ and so on — as most languages do). However, in English, one asks: ‘Who do you like?’,

By the end of this course, students will: i. Gain technical mastery over the tools of linguistic analysis in syntax ii. Learn how to investigate syntactic data and analyze it.

The course includes assignments and term papers. The students will be required to complete an assignment and submit a term-paper during the course. The

details on both the assignments and term-papers will be elaborated during the course.

Recourses:

Syntax, Carnei, Oxford, 2001
Cambridge English Grammar: A Modern Course in English Syntax,

Wekker, H. and Haegeman, L. Routledge, 1996

Name of the subject: Semantics (LIN.514)

Credits: 2 credits

Course Description:

This module aims to make students discover and explore why and how meaning is more complex than simply the words formed in a sentence. This module will raise questions such as: “What are the semantic relationships between words and sentences? “Why is the structure of a sentence important to the meaning of the sentence? It is important for students to earn Semantics because it helps them to expand their vocabulary by introducing them to new words and phrases, as well as helping them understand different meanings and suses of those vocabulary. This benefit of semantics is important writing skills and reading comprehension, as it enables students to express themselves more accurately and effectively by using a wider range of words. However, the overall objectives of introducing this module of linguistics is to raise Semantics awareness for students in different contexts. Thus students should study the following topics: What is Semantics?; Why is Semantics important?; Conceptual and associative meaning; Semantic features;

Semantic roles; Agent and theme; Instrument and experiencer;

Location, source and goal; Lexical relations; Synonymy;

Antonymy; Hyponymy; Prototypes; Homophones and

homonyms; Polysemy; Word play; Metonymy; Collocation; Connotation; The relationship between Semantics and syntax; The relationship between Semantics and Pragmatics.

Recourses:

Yule, G. (2006). _The study of language (3rd ed._ ). Cambridge University Press.

Alhaj, A. (2016). _Understanding Semantics. A text book for students of linguistics and Translation_ . Anchor Academic Publishing.

SIXTH SEMESTER COURSERS

Name of the subject: Creative Writing (LIN.601)

Credits: 2 credits

Course Description:

This course will focus on expressive writing in many different forms. Students will have the opportunity to explore several different types of context. Originality and writing that shows thought will be emphasized. Strategies for new ways to uncover ideas for writing will be studied. Peer reviews and sharing ideas are essential elements of this course. Students, in Creative Writing, will study different types and ways of writing poems, short stories, plays, news stories, comic strips, children’s books, an autobiography and other types of writing that express creativity. Students will also study writing samples from professional writers as well as student writers to guide student progress. Characteristics of good writing Figurative Language Imagery Sensory Details Point of View Rhyme Repetition Parallelism Short Story Theme are introduced. Word Choice Precise language Poetic Forms Adventure Story Characters, Setting, Plot Style Playwriting, Humor Using Structure to Reflect Theme and other topics are also introduced. Other materials may be needed later for special projects; students will be notified in advance of what is needed. The potential outcomes are that students can analyze their development throughout the text, including how they interact and build on one another to produce a text of writing. Students will be able to discover how poets use the written word to investigate the world and their place in it. Students will also be able to use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting and /or characters. They will be able to understand narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Recourses:

Cox, M. (2010). A Dictionary of Writers and Their Works. Oxford: Oxford University Press.

Everett, Nick (2005). “Creative Writing and English”. The Cambridge Quarterly. 34 (3): 231– 242. doi:10.1093/camqtly/bfi026.

Fenza, D. (2004). The AWP Official Guide To Writing Programs. Fairfax, Va: Association of Writers & Writing Programs.

Myers, D. G. (2006). The Elephants Teach: Creative Writing since 1880. Chicago: University of Chicago Press.

Roy, Pinaki (2014). “Reflections on the Art of Producing Travelogues”. In Mullick, S. (ed.). Images of Life: Creative and Other Forms of Writing. Kolkata: The Book World. pp. 111–129. ISBN 978-93-81231-03-6

Name of the subject: Sociolinguistics (LIN.602)

Credits: 2 credits

Course Description:

The course is designed to offer some broad knowledge of relations between linguistic phenomena and human social organisation and social life. The course covers several central theoretical approaches to studying language and society that have developed over time. Upon the completion of this module, students should be able to: understand the major terms used in the sociolinguistics paradigm, have a broad understanding of novel topics that explore the relationships between language and society, shed light on the applications of sociolinguistics within different interactional contexts and translation contexts. However, the topics include language varieties and variation, social dialects, temporal dialects, geographic dialects, gender as a sociolinguistic variable, pidgins, creoles and ‘New Englishes, bilingualism and multilingualism, diglossia as a sociolinguistic situation, language and culture, teaching, learning and education, and some other related topics.

Recourses:

Wardhaugh, R. (1992) An introduction to sociolinguistics. New York. Blackwell Meyerhof, M (2006) Introducing sociolinguistics. London. Routledge

Coulmas, F. (ed) (1997) The handbook of sociolinguistics. Oxford. Blakwell

Name of the subject: Syntax (LIN.603)

Credits: 2 credits

Course Description:

This course is an introduction to the basic principles of syntax – the grammatical structure of language. We will look at the structure of phrases, clauses and sentences, and at the functional relationship between parts of phrases and clauses, such as subject and object. The course concentrates on the basic concepts and methods of syntactic analysis and description, and focuses on the practical analysis and description of a wide range of phenomena from the target language (English)

Learning outcomes:

Apply analytic methods to analyse syntactic data;
Identify syntactic units such as heads, complements, adjuncts, and arguments;
Demonstrate an understanding of the structural characteristics of phrases and clauses;

Describe syntactic structures and relations in a formal way;

Recourses:

Cambridge English Grammar: A Modern Course in English Syntax, Wekker,

and Haegeman, L. Routledge, 1996 • Syntax, Carnei, A. Oxford, 2001

Name of the subject: Morphology (LIN.608)

Credits: 2 credits

Course Description:

This course is undertaken by students of linguistics and translation alike. Initially students will be given the term ‘linguistics’ in general as a cover term with all its branches. Morphology is a branch of linguistics which deals with the internal structure of words and how they are formed. This course seeks to determine what kind of knowledge users of language need to have in order to use words effectively. Generally, this course is theoretical and practical in nature. Theoretically, it provides the students with considerable knowledge of morphological terms and processes. Upon the completion of this course students are expected to demonstrate a good understanding of forms of English words in different uses and constructions, have deeper insights into morphological processes, as well as have skills in morphological analysis. Besides that, this course to help students know how complex words are formed and how they can analyse the internal structure of those words. The topics covered in this module are morphological terms, morphological processes, and morphological analysis on words in English, words and lexemes, affixation, derivational and inflectional morphology, lexicology, typology.

Recourses:

Aronoff, M.& Fudeman, K. What is Morphology. Blackwell Publishing.

Carstairs, Andrew-McCarthy.. (2002). An introduction to English Morphology: Words and Their Structure. Edinburgh University Press.

Laszio Varga. (2010). Introduction to English Linguistics. University of Budapest.

Name of the subject: Teaching Methods 1 (LIN.609)

Credits: 2 credits

Course Description:

Course Objectives:

Students will be able to show their understanding of the methods of teaching.
Students will be able to learn the teaching and learning processes from the teacher’s side and the student’s side.

Students will be able to develop, enhance and apply what has been discussed in the future.

Students will be able to provide constructive peer review to classmates.

Students will be able to use constructive peer and teacher review to improve their teaching.

Thus, students would study the following topics:

Introduction to teaching approaches

The Grammar Translation Method

The Direct Method

The Audio- Lingual Method

The Silent Way

Desuggestopedia

Community Language Learning

Total Physical Response

Communicative Language Teaching

Peer Teaching

Recourses:

Larsen-Freeman, D. 2004. Techniques and Principles in Language Teaching (2^nd, Ed). Oxford University Press.

Name of the subject: Critical Reading (LIN.610)

Credits: 2 credits

Course Description:

This module takes students of applied linguistics. The course aims to prepare students to read critically. Students are required to understand that there are steps to read critically. Students will read articles based on authentic materials. Students will self reflect in which they need to ask questions such as What experiences, assumptions, knowledge, and perspectives do you bring to the text? What biases might a reader have? Are students able to keep an open mind and consider other points of view? To provide students with an understanding of critical reading, students hopefully will understand the basic steps for reading critically and the difference between reading comprehension and reading critically. Students will also be required to practice reading articles in the class.

This course involves analysis, interpretation, and evaluation. Each of these processes helps students to interact with the text in different ways: highlighting important points and examples, taking notes, testing answers to their questions, brainstorming, outlining, describing aspects of the text or argument, reflecting on their own reading and thinking, raising objections to the ideas or evidence presented..

The overall objective of introducing this module of linguistics is to enable students to read and criticize what they read, and in order to do that students will be required to form judgments about HOW a text works, Analyzing/Interpreting/Evaluating, What a text DOES and MEANS, How does the text work? How is it argued? What are the choices made? The patterns that result? What kinds of reasoning and evidence are used? What are the underlying assumptions? What does the text mean?

Thus, students would study the following topics: What is critical reading, the difference between reading comprehension and critical reading, the purpose of critical reading, what needs to be done to prepare for critical reading, self-reflecting, reading to understand, the process of reading critically, analysis, interpretation and evaluation. Students are required to practice critical reading in the class as the read and practice each step based on reading authentic materials.

Recourses:

Briseno, R. (2009). Guide to Critical Reading. Retrieved 24/06/2015,

from https://ucwriting.wordpress.com/

Copley, C., Greenberg, L., Handley, E., & Oaks, S. Critical Reading and

Writing. Retrieved 10/06/2015, from http://www.esc.edu/onlinewriting-

center/resources/critical-reading-writing/

Metcalfe, M. (2006). Reading critically at university. London: Sage.

Name of the subject: Research Methods1 (LIN_601)

Credits: 2 credits

Course Description:

This module will introduce students to core education research concepts and skills. This includes learning language of research, and the elements of the research process within quantitative, qualitative, and mixed methods approaches. It aims to develop students’ knowledge and understanding of the research process, research methodologies and research methods. The course intends to teach students everything about elements of research and raise their awareness of the importance of social research as an essential part of any academic or scientific endeavor. it provides an opportunity for students to establish their understanding of research through critical exploration of research language, ethics, and approaches. Students will develop understanding of process in education research from design, to application, analysis and evaluation. As for course objectives, students will acquire knowledge of the basic principles of the educational research elements. Students should know why educational research is undertaken, and the audiences that profit from research studies. They should also be able to distinguish and write a purpose statement, a research question or hypothesis, and a research objective. students will also be knowledgeable of general research designs, experimental methods, and good research practices. They will be able to select appropriate experimental designs to test hypotheses

Recourses:

Akinade, E. A. & Owolabi, T (2009). Research Methods: A Pragmatic Approach for Social Sciences, Behavioral Sciences and Education. Nigeria: Connel Publications.

Malim, T. & Birch, A. (1992). Research Methods. In T. Malim., A. Birch, & A Bryman, A. (2008). Social Research Methods. UK: Oxford University Press.

Bryman, A. (2008). Social Research Methods. UK: Oxford University Press.

Gorard, S. (2003). Quantitative Methods in Social Sciences. New York: Continuum.

DeVaus, D. (2001). Research Design in the Social Sciences. Thousand Oaks, CA: Sage Publications

SEVENTH SEMESTER COURSERS

Name of the subject: Research Methods2 (LIN_701)

Credits: 2 credits

Course Description:

This research methods module provides students with the skills and applicability of educational research in their future careers. It aims at developing their understanding of research methods and skills including the evaluation of research techniques and approaches for knowledge creation and application across different research contexts. Students will develop their critical thinking, argumentation, communication skills, and techniques of data collection and analysis. Specifically, students will be engaged in activities examining the relative strengths and weakness of different research paradigms, methods of data collection and methods of data analysis. Students should develop further their research literacy skills so that they can read reports of educational research with more understanding and insight, and so that they are more able to assess the strengths and weaknesses of such research. The module outcome is that the students will be familiar with a range of research strategies and methods, including both qualitative and quantitative methods. They will also have a clearer understanding of the characteristics of an ideal empirical dissertation. Hence, they should be able to plan a piece of research. The student will be capable of critically reviewing research reports and to synthesize a body of literature. They will will be able to conduct simple statistical analyses of data and to interpret the results of the analyses.

Recourses:

Akinade, E. A. & Owolabi, T (2009). Research Methods: A Pragmatic Approach for Social Sciences, Behavioral Sciences and Education. Nigeria: Connel Publications.

Babbie (2008). The basics of social research. Belmont, CA: Thomson/Wadsworth

Bryman, A. (2008). Social Research Methods. UK: Oxford University Press.

Cohen, l., Manion, L., and Morrison, K. (2007). Research methods in education. London: Routledge

Gorard, S. (2003). Quantitative Methods in Social Sciences. New York: Continuum.

DeVaus, D. (2001). Research Design in the Social Sciences. Thousand Oaks, CA: Sage Publications

Malim, T. & Birch, A. (1992). Research Methods. In T. Malim., A. Birch, & A Bryman, A. (2008). Social Research Methods. UK: Oxford University

Name of the subject: Intro to Psycholinguistics (LIN_702)

Credits: 2 credits

Course Description:

This course is meant to introduce students of linguistics division to different topics of psycholinguistics which is the study of how individuals comprehend, produce, and acquire language. It also highlights language processing and brain function related to language processing (neurolinguistics which is the relation between language and the brain. The overall aim of this course is to develop in the students an awareness and understanding of different variables that interacts with and upon the teaching and learning of language. Different topics will be covered such as the scope of psycholinguistics, the connection between psycholinguistics and neurolinguistics, how does psycholinguistics differ from neurolonguistics, theories of language learning (behaviourism, mentalism, interactionalism, parts of the brain, Broca’s area, Wernicke’s area,tip of the tongue phenomenon, slip of the tongue/ ear, aphasia ( Broca’s, Wernicke’s) aphasia.

Recourses:

Danny d. Steinberg and Natalia V. Sciarini. (2006). An introduction to Psycholinguistics, second edition Pearson education limited.

Yule, George (2014). The Study of Language (Cambridge University Press

Name of the subject: Teaching Methods 2 (LIN_707)

Credits: 2 credits

Course Description:

Recourses:

Name of the subject: Discourse Analysis (LIN_708)

Credits: 2 credits

Course Description:

This module is prepared for students of linguistics, in which they are introduced to how interpret English discourse behind the level of the sentence, It begins with definitions of discourse analysis, then the importance of Cohesion and Coherence in interpreting written and spoken discourse, students are also aimed to learn the conversational analysis through many aspects: turn taking, adjacency pairs, implications, inferences, background knowledge, schema and scripts and to show them the importance of their correlation with discourse analysis. Moreover, different approaches to interpret discourse would be learnt through this module, i.e., through perspectives of Sociolinguists, pragmatics, and there will be some background about speech act theory as well as politeness theory. In addition, Ethnography of communication, variation analysis , cooperative principle and the four maxims of Grice are addressed thoroughly as well.

By learning these major topics of discourse analysis students would be able to understand the real intent of giving utterances and would be more aware of using these approaches to avoid misinterpreting English written or spoken speech within different contexts.

Recourses:

Holmes, J. (2013). An introduction to sociolinguistics. Routledge.

McCarthy, M. (1991). Discourse analysis for language teachers (Vol. 8, No. 1). Cambridge: cambridge university press.‏

Paltridge, B., & Burton, J. (2000). Making sense of discourse analysis. Gold Coast, Queensland: Antipodean Educational Enterprises.

Yule, G. (2022). The study of language. Cambridge university press.‏

Name of the subject: ELT&ESP (LIN_711)

Credits: 2 credits

Course Description:

This module provide:

General overview and course design of English for specific purposes in the field of ELT.
The role of teachers and students in English for specific purpose ESP.
The difficulties related to teacher and student environment and others in teaching ESP.

In ELT, ESP concerns the specific target learners/students. It reverse to teaching a specific gener of English for students with specific goals which is oriented and focused on English teaching and learning.

Recourses:

ESP in the classroom: practice and evaluation

ELT Document 128

1988 by: DICK CHAMBERLAIN and ROBERT J.BAUMGARDNER

General Series Editor. C.J.BRUMFIT.

Development in English for specific purposes: Amulti disciplinary approach

Cambridge University Press 1998

By: T.D. Evans and M.J.S. John.

INTERNET WEBSITES

EIGHTH SEMESTER COURSERS

Linguistics

Name of the subject: Pragmatics (803)

Credits: 2 credits

Course Description:

This module takes students of applied linguistics and translation, step by step, to comprehend language communication from different perspectives. It begins by explaining the relationship between linguistics and pragmatics and the factors that influence the production and interpretation of linguistic utterances. Similar to any other language or linguistic module, students are introduced to different theories associated with the module of pragmatics. However, the overall objective of introducing this module of linguistics is generally to raise pragmatic awareness in different interactional contexts. Thus, students should be able to analyse activities of different types of conversations, even eavesdrop on conversations and report findings. It helps students to improve their understanding when what is intended is not what is said. Thus, students would study the following topics: Linguistics and Pragmatics, Pragmatics and discourse analysis, Pragmatics and Sociolinguistics, Pragmatic Competence, Pragmatic analysis, Culture and Pragmatics, Context and Pragmatics, Direct and Indirect Speech Act theory, Grice’s (1975) Cooperative Principle, Cognition and pragmatic understanding, Theories of linguistic politeness, and Revisions

Recourses:

Laurence R. Horn and Gregory Ward. (2005) The Handbook of Pragmatics. Blackwell.

Leech, Geoffrey N. (1983) Principles of Pragmatics. London: Longman.

Levinson, Stephen C. (1983) Pragmatics. Cambridge University Press.

Mey, Jacob L. (1993) Pragmatics: An Introduction. Oxford: Blackwell (2nd ed. 2001).

Verschueren, Jef. (1999) Understanding Pragmatics. London, New York: Arnold Publishers.

Yule, George (1996) Pragmatics (Oxford Introductions to Language Study). Oxford University Press.

Name of the subject: MICRO-TEACHING & LESSON PLANNING (806)

Credits: 2 credits

Course Description:

The aim of this course is to teach students the techniques of teaching.

Micro-teaching

Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/or students about what has worked and what improvements can be made to their teaching technique.

Lesson planning

A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time.

Recourses:

Aggarwal, J.C.(2001). Principles Methods and Techniques of Teaching, Vikas Publishing House, New Delhi.

Mathew, T.K. & Molukutty, T.A. (2010). Science Education: Theoretical Bases of Teaching & Pedagogic Analysis,

Name of the subject: History of English Language (LIN_808)

Credits: 2 credits

Course Description:

The first goal of this module on the history of the English language is to discover whether there are influences by other nations on the English language. Students are going to be exposed to different eras related to the English language and how they participate in changing the English language and its culture. It also involves students to know whether invaders of Britain established any cultural or linguistic aspects associated with Britons. Thus, this module takes students to comprehend the main stages of the development of the English language. It gradually moves to discuss the English language before the Romans to modern history. This course will train students to discuss historical linguistic issues related to words and syntax from structural, phonological and syntactic aspects. The overall objective of introducing this module on the history of the English language is to raise linguistic awareness of the important language and linguistic history of the English language. By doing this course, students should be able to analyse linguistic issues and link them to certain eras, discover the changes and find a reason. This involves them in tasks like analysing different types of words, and their etymologies, and like them to certain groups of people, whether they were original or invaders. The main topics that will be discussed and explained in this module are as follows: Romans in Britain, Julius Caesar’s visit to Britain, Romans withdrawing from northern and western Britain, Post Romans Britain and Anglo-Saxon, Anglo-Saxon Identity in England, English not Germanic, English and Writing, Post Anglo Saxon (Normans), Anglo-Normans and French Speaking, Middle English and The Renaissance: 1500–1660, Elizabethan era: 1558–1603, Shakespeare and Modern English, Revisions.

Recourses:

Crystal, D, (1997) History of English Language, Addison Wesley Longman, London.

Name of the subject: Graduation Project (Research)

Credits: 2 credits

TRANSLATION PRANSH

FIFTH SEMESTER COURSERS

Name of the subject: Arabic Syntax (TRN AR1)

Credits: 2 credits

Name of the subject: Academic Writing (TRN. 501)

Credits: 2 credits

Course Description:

Recourses:

Bowker.(2007). Academic Writing: A Guide to Tertiary Level Writing. Massey University.

Perutz.(2010). A Helpful Guide to Essay Writing. Student Services

Internet websites

http://owll.massey.ac.nz/pdf/Academic-Writing-Guide.pdf

Name of the subject: legal Translation 1 (TRN. 502)

Credits: 2 credits

Course Description:

This course introduces students to some legal terminologies which can be used in the field of law. It casts fresh light on the concept of law, major legal systems of the world of today, classifications of law and legal rights.

More specifically, it introduces students of translation to the existing legal systems of the world such as the Civil Law System, the Common Law System, the Communist Law System and the Islamic Law system.

It also aims at providing students with clear understanding of the most important legal terminology that are used in the field of law.

Recourses:

Al-Aqaileh Z (2009) Legal Terminology ( English and Arabic), Dar Al-thakafa for Publication and Distribution., Greenwoods Press

Anderson J(1997) Islamic Law in the Modern World

Name of the subject: Theories of Translation (TRN.504 )

Credits: 2 credits

Course Description:

This course introduces students to the theories of translation. It aims to enable students to develop good understanding of the issues related to the field of translation studies. It also aims at enabling students to apply these theories in their academic study of translation and professional careers.

However, the overall objective of this course is to raise theoretical background of the theories which are used in the field of translation. Therefore, students should be able to analyze the theories and the basic issues related to the study of translation.

Students would study the following topics:

The Concept of Translation, What is translation studies? A brief history of translation studies, Translation as rewriting, Translation and Gender, The Ideologies of the Theorists, the Cultural and Political Agenda of Translation, Localization and Domestication, and Audiovisual Translation.

Recourses:

Munday J(2008) Introducing Translation Studies.Routledge

Name of the subject: Introduction to Morphology (TRN.506 )

Credits: 2 credits

Course Description:

Thus, the students will study the following topics:

Recourses:

Delahunty, G. P. & Garvey J. J. (2010). Morphology and Word Formation. Cambridge University Press. 2ed

Yule, G. (2014). The Study of Language New York: Cambridge University Press. Fifth ed

Name of the subject: liasion & Public Service 1 (TRN.507)

Credits: 2 credits

Course Description:

This course aims to develop the students’ abilities to be an interpreter for various public services such as hotels, airport, courts, etc….. it also enhances the students confidence and self-esteem and breaking the barrier of fear and shyness. The course also seeks to provide the students with simultaneous interpretation skills and strategies specifically for dealing with the public. Thus, students will study the following topics: conversation at the airport, conversation at the hotel. Conversation at the police station, conversation at the hospital, conversation at the court, conversation at the bank, conversation at the shop, conversation at the pharmacy.

Recourses:

El-husseiny. English conversation for all. Dar- alharam for heritage

Internrt websites

https:\\ www.eslfast.com/robot hotel.htm

Name of the subject: Introduction to Syntax (TRN.508 )

Credits: 2 credits

Course Description:

By the end of this course, students will: i. Gain technical mastery over the tools of linguistic analysis in syntax ii. Learn how to investigate syntactic data and analyze it.

The course includes assignments and term papers. The students will be required to complete an assignment and submit a term-paper during the course. The

details on both the assignments and term-papers will be elaborated during the course.

Recourses:

Syntax, Carnei, Oxford, 2001
Cambridge English Grammar: A Modern Course in English Syntax,

Wekker, H. and Haegeman, L. Routledge, 1996

SIXTH SEMESTER COURSERS

Name of the subject: Creative Writing (TRN.601)

Credits: 2 credits

Course Description:

Recourses:

Cox, M. (2010). A Dictionary of Writers and Their Works. Oxford: Oxford University Press.

Everett, Nick (2005). “Creative Writing and English”. The Cambridge Quarterly. 34 (3): 231– 242. doi:10.1093/camqtly/bfi026.

Fenza, D. (2004). The AWP Official Guide To Writing Programs. Fairfax, Va: Association of Writers & Writing Programs.

Myers, D. G. (2006). The Elephants Teach: Creative Writing since 1880. Chicago: University of Chicago Press.

Name of the subject: Research Methods1 (TRN_601)

Credits: 2 credits

Course Description:

Recourses:

Akinade E. A. & Owolabi, T (2009). Research Methods: A Pragmatic Approach for Social Sciences, Behavioral Sciences and Education. Nigeria: Connel Publications.

Malim, T. & Birch, A. (1992). Research Methods. In T. Malim., A. Birch, & A Bryman, A. (2008). Social Research Methods. UK: Oxford University Press.

Bryman, A. (2008). Social Research Methods. UK: Oxford University Press.

Gorard, S. (2003). Quantitative Methods in Social Sciences. New York: Continuum.

DeVaus, D. (2001). Research Design in the Social Sciences. Thousand Oaks, CA: Sage Publications

Name of the subject: Syntax (TRN_602)

Credits: 2 credits

Course Description:

Learning outcomes:

Apply analytic methods to analyse syntactic data;
Identify syntactic units such as heads, complements, adjuncts, and arguments;
Demonstrate an understanding of the structural characteristics of phrases and clauses;

Describe syntactic structures and relations in a formal way;

Recourses:

Cambridge English Grammar: A Modern Course in English Syntax, Wekker,

and Haegeman, L. Routledge, 1996 • Syntax, Carnei, A. Oxford, 2001

Name of the subject: Translation Practice (TRN_604)

Credits: 2 credits

Course Description:

This module takes students of translation, step by step, to translate different kind of texts on different topics. Translation is viewed as a number of problems of different kinds demand suitable and possible solutions. When students translate, they are faced with problems. Translation students in this subject study some kinds of these problems and what thier good suluations of them . Problems and solutions when translate verb to be, problems and solutions when translate verb to do, problems and solutions when translate verb to have,translate verbs ,adjective, translate different kinds of texts

Recourses:

اصول الترجمة مشاكل الترجمة فن الترجمة الصحيحة الترجمة مشاكل وحلول.

حسن غزالة دار العلم للملايين 2008

Name of the subject: Sociolinguistics (TRN_605)

Credits: 2 credits

Course Description:

Recourses:

Wardhaugh, R. (1992) An introduction to sociolinguistics. New York. Blackwell Meyerhof, M (2006) Introducing sociolinguistics. London. Routledge

Coulmas, F. (ed) (1997) The handbook of sociolinguistics. Oxford. Blakwell

Name of the subject: Legal Translation 2 (TRN_606)

Credits: 2 credits

Course Description:

It also aims at providing students with clear understanding of the most important legal terminology that are used in the field of law.

Recourses:

Al-Aqaileh Z (2009) Legal Terminology ( English and Arabic), Dar Al-thakafa for Publication and Distribution, Greenwoods Press Anderson J(1997) Islamic Law in the Modern World

Name of the subject: Liasion & Public Service 2 (TRN_607)

Credits: 2 credits

Course Description:

This course is a practical one. The main aim of this course is to enable students to communicate and interact in different situations in the society.

The situations might be in the mall, hospital, post office, bank, police station, hotel. Students are divided into partners or small groups where they can interact and use the English language more effectively.

Recourses:

O’connell S(2002) Focus on Speaking,Pearson Education Limited, Edinburgh Gate, Harlow.

Name of the subject: Morphology (TRN_608)

Credits: 2 credits

Course Description:

Recourses:

Aronoff, M.& Fudeman, K. What is Morphology. Blackwell Publishing.

Carstairs, Andrew-McCarthy.. (2002). An introduction to English Morphology: Words and Their Structure. Edinburgh University Press.

Laszio Varga. (2010). Introduction to English Linguistics. University of Budapest.

SEVENTH SEMESTER COURSERS

Name of the subject: Research Methods2 (TRN_701)

Credits: 2 credits

Course Description:

This course addresses students’ need to embed research inquiry in linguistics. It focuses on how to write the first three chapters of your project. That includes an introduction, literature review and methodology. This course aims to help students understand basic concepts and techniques of quantitative, qualitative and experimental research. Upon the completion of this course, students will be able to formulate a research question and be aware of the advantages and disadvantages of different sample techniques which will help them to choose the most appropriate samples for their own research and be able to design research methods such as questionnaires and other relevant issues. The course includes thinking of research topics, thinking about aims and objectives, formulating research question/s and hypotheses, writing up a research introduction, reviewing and assessing, and other related topics.

Recourses:

Berry, R (2004) The research project: how to write it. London. Rutledge.

Bryman, A. (2008) Social research methods Oxford. Oxford University Press.

Dawson, C. (2006) A practical guide to research methods. Oxford. .

Sapsford, R and jupp, V (1989) Data collection and analysis. London. SAGE

publications Ltd.

Name of the subject: Comparative Syntax (TRN_702)

Credits: 2 credits

Course Description:

The first goal of comparative syntax is that students discover whether syntactic rules are shared in English and Arabic. The second goal is to understand how these rules allow for comprehension of the variations and variables to better understand the two languages. However, this module takes students through translation, step by step, to comprehend the main syntactic differences between Arabic and English. It commences by explaining sound and letter differences between the two languages. It gradually moves to discuss word and sentence levels between the two languages. In this module, students and their tutor discuss and compare the most important syntactic characteristics of both languages. The second part will be concerned with the application of these syntactic characteristics when we translate or interpret between the two languages. The overall objective of introducing this module on comparative syntax is to raise linguistic awareness of important syntactic differences between Arabic and English. Doing this course, students should be able to analyze the activities of the two languages and apply the comparative syntactic knowledge that they learned and obtained. This involves them in tasks like analyzing different types of texts, small and large, and dialogues. The module helps students of Translation to improve their understanding when what is intended is not what is said. Another objective is to prepare students to decide on project work and collect appropriate data to analyze and comment on in the light of comparative syntax. The main topics that will be discussed and explained under this module of comparative syntax are according to the teaching schedule included below. Arabic and English. Topics included are similarities and differences, sounds – letters, consonants and vowels, Arabic and English (Word level), Arabic and English (Sentence level), and Arabic and English (Hierarchy and syntactic variations). Arabic and English And language Typology, Analytic and Agglutinating Characteristics, Arabic and English Parsing and possible research methods.

Recourses:

Haegeman Liliane, (1997, 2013) The New Comparative Syntax, Addison Wesley Longman, Edinburgh

Translation Practice (2009) a symposium / edited by Gill Paul. — 1st ed. p. cm.

Translating and interpreting–Congresses. I. Paul, Gill.

Name of the subject: Legal Translation 3 (TRN_704)

Credits: 2 credits

Course Description:

It also aims at providing students with clear understanding of the most important legal terminology that are used in the field of law.

Recourses:

Al-Aqaileh Z (2009) Legal Terminology ( English and Arabic), Dar Al-thakafa for Publication and Distribution, Greenwoods Press Anderson J(1997) Islamic Law in the Modern World

Name of the subject: Subtitling (TRN_706)

Credits: 2 credits

Course Description:

This course introduces some concepts related to audiovisual translation and its types, with a special focus on subtitling. It also introduces concepts of translating audio content into written one. The course also presents the most important advantages of subtitling and its differences with dubbing and other types of audiovisual translation. The course discusses technical limitations such as space and time on screen, as well as cultural, social and linguistic limitations. It focuses on some of the linguistic features that the viewer can obtain from the intensity of the voice and the interaction. It also discusses the interpenetration of cultures and how to translate cultural elements and vocabulary.

The practical part of the course provides tools and software that can be used by the translator or the production company. Among these programs and tools are Subtitle Edit, Adobe Premiere Pro, Subtitle Workshop, Jubler Subtitle Editor, Pop Subtitle Editor, and other programs that help students. The course is flexible in terms of using subtitling applications and software because they are in constant development. The course obliges students to work individually or in groups of two or three to subtitle video clips, and then present them, discuss difficulties and technical problems with the class, and offer suggested solutions. By the end of the course, students will be able to subtitle audiovisual content. use technical software in the production of audiovisual content, and compare audiovisual content with knowledge of the advantages and disadvantages. translate various texts of an audiovisual nature, edit audiovisual clips and videos, use video editing tools, translate/reproduce artistic texts move between dialects and cultures, and some other related topics. Students should also be able to solve technical problems related to subtitling and offer solutions

Recourses:

Baker, M. (2006) In other words: a course book in translation. London. Rutledge.

Faiq, S. & Clark, A. (2010) Beyond denotation in Arabic English translation, London.

Sayyab Books Nida,E. A.(1964)Towards a science of translation, with special reference to principles and procedures involved in Bible translating.

Leiden, E. J. Brill Newmark, B. (1988) A Textbook of translation. London. Prentice Hull.

Name of the subject: Cultural Translation (TRN _707)

Credits: 2 credits

Course Description:

Based on the fact that language cannot be understood outside of its cultural context, the cultural Translation course is designed to offer broad knowledge about the effect of culture on the quality of translation. The course is also designed to shed light on major theoretical premises which have influenced cultural translation. Course Objectives Students of the module will be acquainted with contemporary translation theories related to cultural translation. However, the course is also designed to shed light on major theoretical premises which have influenced cultural translation. Upon the completion of this course, students will confidently and effectively use appropriate strategies to overcome problems associated with cultural differences between the target language TL and source language SL. Topics discussed include reading the selected article, certain terminologies, the relationship between language and culture, the role of linguistics in translation, and translating text related to the lecture’s subject.

Recourses:

Baker, M. (2006) In other words: a course book in translation. London. Rutledge.

Faiq, S. & Clark, A. (2010) Beyond denotation in Arabic English translation, London.

Sayyab Books Nida,E. A.(1964)Towards a science of translation, with special reference to principles and procedures involved in Bible translating.

Leiden, E. J. Brill Newmark, B. (1988) A Textbook of translation. London. Prentice Hull.

Name of the subject: Advanced Reading (TRN _709)

Credits: 2 credits

Course Description:

Two hours a week are devoted to teaching this course. This course is prepared to develop student’s abilities to read, analyse and criticize various long texts. Students will practice some reading skills such as skimming and scanning. Different topics will be discussed and analysed. Students will be asked to identify the writer’s stance or attitude towards the content of each passage they read. Additionally, they are highly encouraged to express their opinion on the topics discussed in the classroom. The overall aim of this course is to highly motivate the students to spark their imagination to discuss some topics they read. Besides that, students are highly encouraged to interact with each other in some activities which motivate group-work. This will develop their skills to listen as well. Different topics and passages are presented to the students that highlight vocabulary expansion, reading skills strategies and practice, content analysis and evaluation…. etc

Recourses:

Mikuleky, B. (1986). Reading Power: Reading faster, thinking skills, reading for pleasure, comprehension skills. Mass: Addison-Wesley.

William, E., Smart, P. &nLangley. (1977). Reading skills in Practice. London: Edward Arnold.

Swan, M. & M. (1986). Understanding ideas: Advanced reading skills. Cambridge Universiyt Press

EIGHTH SEMESTER COURSERS

Name of the subject: Interpreting (TRN _802)

Credits: 2 credits

Course Description:

This course is a practical one. It introduces students to the basic concepts of interpreting. Students are exposed to real situations, where they need to interpret situations orally. They are exposed to the two types, simultaneous and consecutive, interpreting. They are asked to translate political conferences, news and forums from English into Arabic and from Arabic into English.

Recourses:

www.AljazeraNews.com

www.BBCNews.com

www.CNNNews.com

Name of the subject: Pragmatics (TRN _804)

Credits: 2 credits

Course Description:

Recourses:

Laurence R. Horn and Gregory Ward. (2005) The Handbook of Pragmatics. Blackwell.

Leech, Geoffrey N. (1983) Principles of Pragmatics. London: Longman.

Levinson, Stephen C. (1983) Pragmatics. Cambridge University Press.

Mey, Jacob L. (1993) Pragmatics: An Introduction. Oxford: Blackwell (2nd ed. 2001).

Verschueren, Jef. (1999) Understanding Pragmatics. London, New York: Arnold Publishers.

Yule, George (1996) Pragmatics (Oxford Introductions to Language Study). Oxford University Press.

Name of the subject: Translation studies (TRN _806)

Credits: 2 credits

Course Description:

This course provides an overview of translation studies and it gives a historical overview of translation and how it developed and became unique as an academic discipline. The course also presents and discusses theoretical frameworks upon which professional translators and trainee translators can develop their own practical experience. Highlighting the different viewpoints put forward by scholar to develop translation theory. The course also can show ways and means of solving translation problems as well as introducing translation studies in terms of theories and practices, and identifying some of the issues it aims to address. Therefore, students will study the following topics: A Brief History of Translation Studies, The concept of translation, Equivalence in Translation, Theories of equivalence in translation, Strategies used by professional translators for dealing with various types of non-

Equivalence, Skopos Theory, Polysystem Theory

Recourses:

Jeremy Munday.(2016). Introducing Translation Studies (chapter 1, p.7-24

Mona Baker.(2011). In Other Words. Routledge

Lawrence Venut.(2012). The Translation Studies Reader. Routledge

ITS website

(www.routledge.com/cw/munday)

Name of the subject: Idiomatic Translation (TRN _807)

Credits: 2 credits

Course Description:

This course is undertaken by students of translation. Theoretically, the terms idiomatic expressions ( direct & indirect) with different examples will be introduced to the students as a base to understand other relevant terms. The main objective of this course is that students will be aware of the idioms and different translation strategies that are used to translate these idioms. Students will be able to differentiate between different types of idioms such as phrasal verbs, proverbs , , slang……etc. Topics encountered are definition of Idioms, conditions for Idioms by Muna Baker, classification of Idioms, Translation Strategies for Translating Idioms, translating Fixed Expressions, Translating Direct / indirect Idioms, Translating Proverbs ( similar & different equivalent), Challenging Factors in Recognizing, Understanding, and Translating Idioms, Finding Translations of Idioms..

Recourses:

Langlais, P. Huet, S. (2019). Translation of idiomatic expression across different languages: a study of the effectiveness of transSearch.

Hassan Ghazala. (2008).Translation as problems and Solutions. Dar El-Ilm Lilmalayin

Gabriella Kovacs. (2016). About the definition, Classification, and Translation strategies of Idioms. University of Transylvania.

Name of the subject: Scientific Translation (TRN _809)

Credits: 2 credits

Course Description:

This course takes students to the world of science. The course is mainly about translation in the field of science and technology of all kinds, medicine, physics, chemistry, mathematics, computer sciences,…etc from one language to another. Scientific translation is considered as one of the important issues, as the world develops, new technology appears, and along with them emerge new terms to which finding an equivalent may cause a problem. The number of technical fields is infinitely large, and terminology is expanding and changing daily.

In this module, students would study the following topics:

Definition of Scientific Translation, the Aim of Scientific Translation, Requirements of Scientific translators, English-Arabic Scientific Translation, Terminology in translation and finally Cross-Cultural Recognized Terms.

Recourses:

Byrne N (2006) Scientific Translation. Cambridge University Press.

Krollman M (1995) Terminology in Translation. Routledge.

Name of the subject: Graduation Project (Research)

Credits: 2 credits

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