برامج الدراسات العليا - كلية اللغات

ماجستير في اللغويات التطبيقية

M.A in Applied Linguistics

المسار الأول (مواد + رسالة)

تتكون المرحلة التمهيدية من البرنامج من 6 مواد دراسية إلزامية و مادتان يختارهما الطالب من المواد الاختيارية بشرط أن لا تقل عدد الساعات الدراسية في الفصل الدراسي عن 6 ساعات دراسية ولا تزيد عن 12 ساعة دراسية خلال الفصل , علي أن يجتاز الطالب المواد الدراسية المقررة بتقدير جيد علي الأقل ، وبعد إكمال الطالب لعدد 24 ساعة يتقدم بمقترح البحث للاعتماد من قبل القسم وتكليف أحد أعضاء هيأة التدريس بالإشراف علي الرسالة.

وبعدها يناقش الطالب الرسالة العلمية أمام لجنة يقترحها القسم و يتم اعتمادها من الكلية والجامعة لهذا الغرض.

Compulsory Courses المواد الإجبارية

ر.م	اسم المادة	رقم المادة	عدد الساعات
1	General Linguistics	EA5121	3
2	Language learning & Teaching	EA5122	3
3	English Grammar	EA5123	3
4	Language Testing	EA5124	3
5	Literature in ELT	EA5125	3
6	Research Methodology	EA5126	3

Elective Courses المواد الاختيارية

ر.م	اسم المادة	رقم المادة	عدد الساعات
1	Technology in ELT	EA5127	3
2	Psycholinguistics	EA5128	3
3	Socio. Linguistics	EA5129	3
4	Discourse analysis	EA51210	3
5	Error analysis	EA51211	3
6	Syllabus Design	EA51212	3
7	Linguistics & Language Teaching	EA51213	3
8	Textbooks Evaluation	EA51214	3

Number of hours: 24 hrs.

+

Thesis 9 hrs. (EA51213)

المسار الثاني (مواد فقط)

بالإضافة إلي المواد الإلزامية يختار الطالب عدد 6 مواد من المواد الاختيارية . بالإضافة إلي بحث مصغر في علم اللغة التطبيقي.

Number of hours: 36 hrs.

+

Applied Linguistics Project 4 hrs. (EA51214)

وصف المواد الدراسية لبرنامج ماجستير في اللغويات التطبيقية

Compulsory Courses

المواد الإجبارية

General Linguistics

EA5121 3hrs.

This course will provide an introduction to the study and analysis of morphology (word formation) and syntax (grammar) in human language. The focus will be on English but comparison will be made to other languages. The course also will illustrate branches of linguistic studies, Schools of Linguistics- Swiss School (De Saussure), Prague school, American structuralism (Bloomfield and his followers). Transformational theory (Chomsky). The course also introduces phrase structure rules a major transformations, functional theory and systematic linguistics.

Language learning & Teaching

EA5122 3hrs.

The aim of this course is to illustrate major elements such as approach, method and technique. Students are also introduced to both teaching and learning strategies. An overview of the language teaching methods is presented to ensure knowledge and information about them. Teaching strategies is designed to introduce new Teaching Assistants to the pedagogy and theoretical understanding of second/foreign language teaching and learning, so as to give students some practical and theoretical tools to develop their teaching abilities on their own. The course also shed light on syllabus design, textbook evaluation and illustrating the characteristics of teaching and learning. Moreover, students should be aware of teaching and learning theories in second and foreign language.

English Grammar

EA5123. 3hrs.

Students have the chance to learn more about basic grammatical ideas. Unit structure, class (open and closed classes) system. The elements of sentence. The verb phrase, its structure, tense, aspect and mood. Finite and non-finite verbs. The noun phrase- Basic noun phrase consisting of the noun head and a closed class element i.e. Determiners). Types of nouns. Number, Gender, and Case. Pronouns. Various types of pronouns. Adjectives and adverbs – defined morphologically and functionally. Prepositional phrase. Their structure and function. Classifications of the main types of prepositions. Simple sentences, the various patterns of a simple sentence consisting of compulsory elements only. Classifying simple sentences structurally and functionally. Statements, questions, negation, commands, and exclamations. Adverbials, A detailed study of adjuncts, disjuncts and conjuncts. An introductory idea of coordination and subordination. The main coordinators in English. Apposition.

Language Testing

EA5124 3hrs.

The aim of the course is to introduce purposes and methods of language testing to realize the characteristics of a good test. The students are also introduced to the four language skills and the two components of grammar and vocabulary regarding the testing of each individually. Major proficiency test types are presented in class for illustration such as TOFEL & ILETS. The students should comprehend how to compute basic test statistics before Constructing, administering, interpreting, and using test results. By the end of the course students should be able to construct an MCQ test for different language skills.

Literature in ELT

EA5125 3hrs.

This course discusses questions like “what is literature? What are the main literary concepts and terms which a teacher needs to know? It also examines the relationship between language teaching and literature. It presents a pedagogical treatment if literary texts (the type of sentence pattern, the type of vocabulary, the non-core meaning of the vocabulary) and the impact of this on designing syllabuses and learning materials. The course also looks at ways in which a variety of literary texts, including poetry, plays, short stories and novels, can be used in the classroom. The tasks and other activities organized around them offer generalizable procedures and teachings which can be applied or adapted to different teaching contexts.

Research Methodology

EA5126

This course provides an introduction to research design. The main goals of the course are: (a) to develop the ability of students to critically read and assess published research, and (b) to provide students with an overview of various stages in the process of carrying out research in the field of applied linguistics. The course will include such topics as the development of research questions and the generation of hypotheses, defining/describing variables, concepts such as validity and reliability, data collection procedures, data coding and analysis and basic statistical concepts. Qualitative/descriptive and quantitative research designs will both be discussed and contextualized as a function of research questions.

Elective Courses المواد الاختيارية

Technology in ELT

EA5127

The aim of this course is to provide students with information and communication technology (ICT) tools and how use them in language classrooms. The course covers the following topics:

Terms related to ICT.
Technology in language Teaching.
Using websites.
How to use e-mails.
Online reference tools.
Producing electronic materials.
E-learning online teaching and training.

Psycholinguistics

EA5128

Psycholinguistics is an interdisciplinary field of study in which the goals are to understand how people acquire language, how people use language to speak and understand one another, and how language is represented and processed in the brain. Psycholinguistics, also known as the psychology of language, is primarily a sub-discipline of psychology and linguistics, but it is also related to developmental psychology, cognitive psychology, neurolinguistics, and speech science. It is the study of the psychological and neurobiological factors that enable humans to acquire, comprehend and produce language. Psycholinguistics examines the cognitive processes that make it possible to generate a grammatical and meaningful sentence.

Credit Units: 2 units

Contact hours: 2-hour lecture once a week

Prerequisite: 20452

Placement 6th semester

Course Objectives

At the end of the course, students are expected to:

define psycholinguistics;
discuss the origins of the field of psycholinguistics;
state the processes involved in psycholinguistic inquiry;
examine the nature of language;
discuss the processes involved in the comprehension of speech;
determine the processes involved in the production of speech;
explain the language acquisition process;
examine how languages can be lost;
outline some important processes that characterize the working of the human mind; and
link the human mind with linguistic performance as expressed through linguistics choices.

Course Outline

Language Acquisition
First words
The birth of grammar
Evidence for innateness
Stages of linguistics development
Production of language
Conceptualization
Formulation
Articulation
Self-monitoring

III. Comprehension of language

Sounds
Words
Sentences
Texts
Dissolution: language loss
Neurolinguistics and language loss
Speech and language disorders

Methods of Instruction: Lectures, class discussions, and individual student presentation of a seminal article in the field.

Nature of Evaluation: Theoretical

Method of Assessment

Student assignments & presentation 10%

Midterm Examination 30%

Final Examination 60%

Recommended Text: Scovel, Thomas (1998) Psycholinguistics. Oxford: Oxford University Press

Other References

Carrol, David (1994) Psychology of Language. Brooks/Cole Publishing Co.

Clark, Herbert and Clark, Eve (1977) Psychology and Language: An Introduction to Psycholinguistics. New York: Harcourt, Brace Jovanovich.

Garman, Micheal (1990) Psycholinguistics. Cambridge: Cambridge University Press.

Gleason, Jean and Ratner, Nan (eds) (1993) Psycholinguistics. New York: Harcourt, Brace

Jovanovich.

Pinker, Steven (1994) The Language Instinct. New York: William Morris.

Slobin, Dan Issac (1979) Psycholinguistics. (2nd ed) Glenville, US: Scott, Foresman and Company.

Steinberg, Daniel (1993) An Introduction to Psycholinguistics. London: Longman.

Traxler, and Gernsbacher, Morton Ann (1994) Handbook of Psycholinguistics. New York: Academic Press.

Socio. Linguistics

EA5129

This course represents an introduction to one of the hyphenated fields which bridges the disciplines of sociology and linguistics. Sociolinguistics examines the relationship between language and the social context in which it is used. The primary task in the study of sociolinguistics is to map linguistics variation on to social conditions. Specifically, sociolinguistics investigates the use of language and the social structures in which the users of language exist, particularly the systematic variation of language that can only be accounted for by appealing to socially relevant facts and forces. Sociolinguistics is all about variation in language use as it relates to social factors.

Credit Units: 2 units

Contact hours: 2-hour lecture once a week

Prerequisite: 20452

Placement 7th semester

Course Objectives

At the end of the course, students are expected to:

understand the complex connections between the variations within a language and the matching variations in the social groups that use it;
explain socially relevant explanations for regular patterns of variation in language use;
discuss the differences in pronunciation and grammar as well as the choice of lexical items that are related to the educational or economic status of members of the speech community;
investigate the close bonds between language choice and social identity, specifically why so many language communities have been willing to undertake political action to preserves their languages;
examine why speakers of certain varieties of language are influential and powerful, and why speakers of other varieties are regularly discriminated against; and
understand how social identity is recognizable from the speaker’s choices among all the variants that a language offers.

Course Outline

The social study of language

The ethnography of speaking and the structure of conversation

Locating variety in speech

Styles, gender and social class

Bilinguals and bilingualism

Societal multilingualism

Applied sociolinguistics

Methods of Instruction: Lectures, class discussions, individual student presentation of a seminal article in the field, empirical research which collects and analyzes aspects sociolinguistics.

Nature of Evaluation: Theoretical

Method of Assessment

Student presentation and research 10%

Midterm Examination 30%

Final Examination 60%

Recommended Text: Spolsky, B (1998) Sociolinguistics. Oxford: Oxford University Press.

Other References

Coulmas, Florian (ed) (1998) The Handbook of Sociolinguistics. Blackwell Reference Online. 28 Dec 2007.

Coulmas, Florian (2005) Sociolinguistics: The Study of Speakers’ Choices. Cambridge: Cambridge University Press.

Giglioli, Pier Paolo (1972) Language and Social Context. London: Penguin Books.

Llamas, Carmen, Mullany, Louise and Stockwell, Peter (eds) (2007) The Routledge Companion to Sociolinguistics. London: Routledge.

Pride, J.B. and Holmes, Janet (1979) Sociolinguistics. London: Penguin Books.

Trudgill, P (1995) Sociolinguistics: An Introduction to Language and Society. (3rd ed) London: Penguin Books.

Discourse analysis

EA51210

The main aim of the course is to examine the current developments in the analysis of spoken and written discourse and also to assess the usefulness of those development in the design of materials for language learning. It provides a theoretical underpinning to the teaching of the language skills of listening, speaking, reading and writing.

OUTLINES:

An Introduction to discourse Analysis including definitions, background and central concepts.
The analysis of spoken discourse and its implications to the design of listening and speaking materials.
The analysis of written discourse and its implications to the design of reading and writing materials.

Error analysis

EA51211

The objectives of this course is to introduce the students to the techniques and procedures used by both CA and EA in describing the learners’ inter-language. Its application to the theories of teaching and learning a second language or a foreign language. Moreover, learners at the end of the course should be able to identify and analyze these different types of errors made by second or foreign language learners.

Syllabus Design

EA51212

The aim of the course is to provide an overall view of the nature of course design and aspects to be considered in constructing syllabuses.

OUTLINES

Definition of a syllabus
Curriculum vs a syllabus
Traditional syllabuses

– Structural

– Situational

– Functinal/ Notional

Non- Traditional Syllabus

-Communicative syllabuses Based on Content Specification

-Communicative Syllabuses Based on Methodology

Constructing A syllabus

– Fact Finding Stage

– The basis for designing a syllabus

– Objective of the Syllabus

-Selection and Organization of the Language Content in a

syllabus

Discourse- Based Approach to Syllabus Design

REFERENCES:

– Dubin , Fraida and Elite Olshtain (1994).Course Design .

Cambridge: Cambridge University Press.

Munby, J. (1978) Communicative Syllabus Design. Cambridge

University Press.

Imssalem, Nuwara. (2000). Discourse Based Approach To

Language Teaching and Learning. Benghazi, Garyounis

Unversity.

Imssalem, Nuwara (2000) .Textbook Evaluation and Desiging a

Syllabus. Benghazi , Garyounis University.

Linguistics & Language Teaching

EA51213

The course provides an introduction to the relationship between Language Teaching and linguistics. The course will include topics such as: the relationship between Language Teaching and linguistics though different historical stages. The course will illustrate branches of linguistic studies, schools of linguistics such as American structuralism (Bloomfield) and transformational theory (Chomsky). The course also introduces functional & systematic linguistics.

Finally, the pedagogical implications of these linguistic theories to language, pedagogical grammars, & teaching methodology.

Textbooks Evaluation

EA51214

The aim of this course is to provide students with the tools of textbook evaluation. The evaluation will include textbooks from different periods, from 60s ,70s, 80s, 90s to the present. The criteria that will be used in the evaluation of these textbooks: language content, the reality of the situation, contextualization, integration to the skills and meaningfulness of the method.

ماجستير في اللغويات ودراسات الترجمة

M.A in Linguistics & Translation studies

المسار الأول (مواد + رسالة)

تتكون المرحلة التمهيدية من البرنامج من 6 مواد دراسية إلزامية و مادتان يختارهما الطالب من المواد الاختيارية بشرط أن لا تقل عدد الساعات الدراسية في الفصل الدراسي عن 6 ساعات دراسية ولا تزيد عن 12 ساعة دراسية خلال الفصل , علي أن يجتاز الطالب المواد الدراسية المقررة بتقدير جيد علي الأقل ، وبعد إكمال الطالب لعدد 24 ساعة يتقدم بمقترح البحث للاعتماد من قبل القسم وتكليف أحد أعضاء هيأة التدريس بالإشراف علي الرسالة.

وبعدها يناقش الطالب الرسالة العلمية أمام لجنة يقترحها القسم و يتم اعتمادها من الكلية والجامعة لهذا الغرض.

Compulsory Courses المواد الإجبارية

ر.م	اسم المادة	رقم المادة	عدد الساعات
1	Phonetics	EL5121	3
2	Linguistics	EL5122	3
3	Translation Methods	ET5123	3
4	Semantics & pragmatics	EL5124	3
5	Translation Theory & Practices	ET5125	3
6	Research Methodology	ETL5126	3

Elective Courses المواد الاختيارية

ر.م	اسم المادة	رقم المادة	عدد الساعات
1	Contrastive Grammar	ET5127	3
2	Interpreting Studies	ET5128	3
3	Translation Teaching	ET5129	3
4	English Grammar	EL51210	3
5	Morphology	EL51211	3
6	Linguistics for Translation	ET51212	3
7	Workshops in Translation	ET51213	3
8	Interpreting	ET51214	3

Number of hours: 24 hrs.

+

Thesis 9 hrs. (ETL51213)

المسار الثاني (مواد فقط)

بالإضافة إلي المواد الإلزامية يختار الطالب عدد 6 مواد من المواد الاختيارية . بالإضافة إلي بحث مصغر في الترجمة أو اللغويات

Number of hours: 36 hrs.

+

Translation or Linguistics Project 4 hrs. (ETL51214)

وصف المواد الدراسية لبرنامج ماجستير في اللغويات ودراسات الترجمة

Compulsory Courses – المواد الإجبارية

General Linguistics

EA5121 3hrs.

This course will provide an introduction to the study and analysis of morphology (word formation) and syntax (grammar) in human language. The focus will be on English but comparison will be made to other languages. The course also will illustrate branches of linguistic studies, Schools of Linguistics- Swiss School (De Saussure), Prague school, American structuralism (Bloomfield and his followers). Transformational theory (Chomsky). The course also introduces phrase structure rules a major transformations, functional theory and systematic linguistics.

Language learning & Teaching

EA5122 3hrs.

The aim of this course is to illustrate major elements such as approach, method and technique. Students are also introduced to both teaching and learning strategies. An overview of the language teaching methods is presented to ensure knowledge and information about them. Teaching strategies is designed to introduce new Teaching Assistants to the pedagogy and theoretical understanding of second/foreign language teaching and learning, so as to give students some practical and theoretical tools to develop their teaching abilities on their own. The course also shed light on syllabus design, textbook evaluation and illustrating the characteristics of teaching and learning. Moreover, students should be aware of teaching and learning theories in second and foreign language.

English Grammar

EA5123. 3hrs.

Students have the chance to learn more about basic grammatical ideas. Unit structure, class (open and closed classes) system. The elements of sentence. The verb phrase, its structure, tense, aspect and mood. Finite and non-finite verbs. The noun phrase- Basic noun phrase consisting of the noun head and a closed class element i.e. Determiners). Types of nouns. Number, Gender, and Case. Pronouns. Various types of pronouns. Adjectives and adverbs – defined morphologically and functionally. Prepositional phrase. Their structure and function. Classifications of the main types of prepositions. Simple sentences, the various patterns of a simple sentence consisting of compulsory elements only. Classifying simple sentences structurally and functionally. Statements, questions, negation, commands, and exclamations. Adverbials, A detailed study of adjuncts, disjuncts and conjuncts. An introductory idea of coordination and subordination. The main coordinators in English. Apposition.

Language Testing

EA5124 3hrs.

The aim of the course is to introduce purposes and methods of language testing to realize the characteristics of a good test. The students are also introduced to the four language skills and the two components of grammar and vocabulary regarding the testing of each individually. Major proficiency test types are presented in class for illustration such as TOFEL & ILETS. The students should comprehend how to compute basic test statistics before Constructing, administering, interpreting, and using test results. By the end of the course students should be able to construct an MCQ test for different language skills.

Literature in ELT

EA5125 3hrs.

This course discusses questions like “what is literature? What are the main literary concepts and terms which a teacher needs to know? It also examines the relationship between language teaching and literature. It presents a pedagogical treatment if literary texts (the type of sentence pattern, the type of vocabulary, the non-core meaning of the vocabulary) and the impact of this on designing syllabuses and learning materials. The course also looks at ways in which a variety of literary texts, including poetry, plays, short stories and novels, can be used in the classroom. The tasks and other activities organized around them offer generalizable procedures and teachings which can be applied or adapted to different teaching contexts.

Research Methodology

EA5126

This course provides an introduction to research design. The main goals of the course are: (a) to develop the ability of students to critically read and assess published research, and (b) to provide students with an overview of various stages in the process of carrying out research in the field of applied linguistics. The course will include such topics as the development of research questions and the generation of hypotheses, defining/describing variables, concepts such as validity and reliability, data collection procedures, data coding and analysis and basic statistical concepts. Qualitative/descriptive and quantitative research designs will both be discussed and contextualized as a function of research questions.

Elective Courses المواد الاختيارية

Technology in ELT

EA5127

The aim of this course is to provide students with information and communication technology (ICT) tools and how use them in language classrooms. The course covers the following topics:

Terms related to ICT.
Technology in language Teaching.
Using websites.
How to use e-mails.
Online reference tools.
Producing electronic materials.
E-learning online teaching and training.

Psycholinguistics

EA5128

Psycholinguistics is an interdisciplinary field of study in which the goals are to understand how people acquire language, how people use language to speak and understand one another, and how language is represented and processed in the brain. Psycholinguistics, also known as the psychology of language, is primarily a sub-discipline of psychology and linguistics, but it is also related to developmental psychology, cognitive psychology, neurolinguistics, and speech science. It is the study of the psychological and neurobiological factors that enable humans to acquire, comprehend and produce language. Psycholinguistics examines the cognitive processes that make it possible to generate a grammatical and meaningful sentence.

Credit Units: 2 units

Contact hours: 2-hour lecture once a week

Prerequisite: 20452

Placement 6th semester

Course Objectives

At the end of the course, students are expected to:

define psycholinguistics;
discuss the origins of the field of psycholinguistics;
state the processes involved in psycholinguistic inquiry;
examine the nature of language;
discuss the processes involved in the comprehension of speech;
determine the processes involved in the production of speech;
explain the language acquisition process;
examine how languages can be lost;
outline some important processes that characterize the working of the human mind; and
link the human mind with linguistic performance as expressed through linguistics choices.

Course Outline

Language Acquisition
First words
The birth of grammar
Evidence for innateness
Stages of linguistics development
Production of language
Conceptualization
Formulation
Articulation
Self-monitoring

III. Comprehension of language

Sounds
Words
Sentences
Texts
Dissolution: language loss
Neurolinguistics and language loss
Speech and language disorders

Methods of Instruction: Lectures, class discussions, and individual student presentation of a seminal article in the field.

Nature of Evaluation: Theoretical

Method of Assessment

Student assignments & presentation 10%

Midterm Examination 30%

Final Examination 60%

Recommended Text: Scovel, Thomas (1998) Psycholinguistics. Oxford: Oxford University Press

Other References

Carrol, David (1994) Psychology of Language. Brooks/Cole Publishing Co.

Clark, Herbert and Clark, Eve (1977) Psychology and Language: An Introduction to Psycholinguistics. New York: Harcourt, Brace Jovanovich.

Garman, Micheal (1990) Psycholinguistics. Cambridge: Cambridge University Press.

Gleason, Jean and Ratner, Nan (eds) (1993) Psycholinguistics. New York: Harcourt, Brace

Jovanovich.

Pinker, Steven (1994) The Language Instinct. New York: William Morris.

Slobin, Dan Issac (1979) Psycholinguistics. (2nd ed) Glenville, US: Scott, Foresman and Company.

Steinberg, Daniel (1993) An Introduction to Psycholinguistics. London: Longman.

Traxler, and Gernsbacher, Morton Ann (1994) Handbook of Psycholinguistics. New York: Academic Press.

Socio. Linguistics

EA5129

This course represents an introduction to one of the hyphenated fields which bridges the disciplines of sociology and linguistics. Sociolinguistics examines the relationship between language and the social context in which it is used. The primary task in the study of sociolinguistics is to map linguistics variation on to social conditions. Specifically, sociolinguistics investigates the use of language and the social structures in which the users of language exist, particularly the systematic variation of language that can only be accounted for by appealing to socially relevant facts and forces. Sociolinguistics is all about variation in language use as it relates to social factors.

Credit Units: 2 units

Contact hours: 2-hour lecture once a week

Prerequisite: 20452

Placement 7th semester

Course Objectives

At the end of the course, students are expected to:

understand the complex connections between the variations within a language and the matching variations in the social groups that use it;
explain socially relevant explanations for regular patterns of variation in language use;
discuss the differences in pronunciation and grammar as well as the choice of lexical items that are related to the educational or economic status of members of the speech community;
investigate the close bonds between language choice and social identity, specifically why so many language communities have been willing to undertake political action to preserves their languages;
examine why speakers of certain varieties of language are influential and powerful, and why speakers of other varieties are regularly discriminated against; and
understand how social identity is recognizable from the speaker’s choices among all the variants that a language offers.

Course Outline

The social study of language

The ethnography of speaking and the structure of conversation

Locating variety in speech

Styles, gender and social class

Bilinguals and bilingualism

Societal multilingualism

Applied sociolinguistics

Methods of Instruction: Lectures, class discussions, individual student presentation of a seminal article in the field, empirical research which collects and analyzes aspects sociolinguistics.

Nature of Evaluation: Theoretical

Method of Assessment

Student presentation and research 10%

Midterm Examination 30%

Final Examination 60%

Recommended Text: Spolsky, B (1998) Sociolinguistics. Oxford: Oxford University Press.

Other References

Coulmas, Florian (ed) (1998) The Handbook of Sociolinguistics. Blackwell Reference Online. 28 Dec 2007.

Coulmas, Florian (2005) Sociolinguistics: The Study of Speakers’ Choices. Cambridge: Cambridge University Press.

Giglioli, Pier Paolo (1972) Language and Social Context. London: Penguin Books.

Llamas, Carmen, Mullany, Louise and Stockwell, Peter (eds) (2007) The Routledge Companion to Sociolinguistics. London: Routledge.

Pride, J.B. and Holmes, Janet (1979) Sociolinguistics. London: Penguin Books.

Trudgill, P (1995) Sociolinguistics: An Introduction to Language and Society. (3rd ed) London: Penguin Books.

Discourse analysis

EA51210

The main aim of the course is to examine the current developments in the analysis of spoken and written discourse and also to assess the usefulness of those development in the design of materials for language learning. It provides a theoretical underpinning to the teaching of the language skills of listening, speaking, reading and writing.

OUTLINES:

An Introduction to discourse Analysis including definitions, background and central concepts.
The analysis of spoken discourse and its implications to the design of listening and speaking materials.
The analysis of written discourse and its implications to the design of reading and writing materials.

Error analysis

EA51211

The objectives of this course is to introduce the students to the techniques and procedures used by both CA and EA in describing the learners’ inter-language. Its application to the theories of teaching and learning a second language or a foreign language. Moreover, learners at the end of the course should be able to identify and analyze these different types of errors made by second or foreign language learners.

Syllabus Design

EA51212

The aim of the course is to provide an overall view of the nature of course design and aspects to be considered in constructing syllabuses.

OUTLINES

Definition of a syllabus
Curriculum vs a syllabus
Traditional syllabuses

– Structural

– Situational

– Functinal/ Notional

Non- Traditional Syllabus

-Communicative syllabuses Based on Content Specification

-Communicative Syllabuses Based on Methodology

Constructing A syllabus

– Fact Finding Stage

– The basis for designing a syllabus

– Objective of the Syllabus

-Selection and Organization of the Language Content in a

syllabus

Discourse- Based Approach to Syllabus Design

REFERENCES:

– Dubin , Fraida and Elite Olshtain (1994).Course Design .

Cambridge: Cambridge University Press.

Munby, J. (1978) Communicative Syllabus Design. Cambridge

University Press.

Imssalem, Nuwara. (2000). Discourse Based Approach To

Language Teaching and Learning. Benghazi, Garyounis

Unversity.

Imssalem, Nuwara (2000) .Textbook Evaluation and Desiging a

Syllabus. Benghazi , Garyounis University.

Linguistics & Language Teaching

EA51213

The course provides an introduction to the relationship between Language Teaching and linguistics. The course will include topics such as: the relationship between Language Teaching and linguistics though different historical stages. The course will illustrate branches of linguistic studies, schools of linguistics such as American structuralism (Bloomfield) and transformational theory (Chomsky). The course also introduces functional & systematic linguistics.

Finally, the pedagogical implications of these linguistic theories to language, pedagogical grammars, & teaching methodology.

Textbooks Evaluation

EA51214

The aim of this course is to provide students with the tools of textbook evaluation. The evaluation will include textbooks from different periods, from 60s ,70s, 80s, 90s to the present. The criteria that will be used in the evaluation of these textbooks: language content, the reality of the situation, contextualization, integration to the skills and meaningfulness of the method.

M.A in Applied Linguistics

Compulsory Courses

المواد الإجبارية

General Linguistics

EA5121 3hrs.

This course will provide an introduction to the study and analysis of morphology (word formation) and syntax (grammar) in human language. The focus will be on English but comparison will be made to other languages. The course also will illustrate branches of linguistic studies, Schools of Linguistics- Swiss School (De Saussure), Prague school, American structuralism (Bloomfield and his followers). Transformational theory (Chomsky). The course also introduces phrase structure rules a major transformations, functional theory and systematic linguistics.

Language learning & Teaching

EA5122 3hrs.

The aim of this course is to illustrate major elements such as approach, method and technique. Students are also introduced to both teaching and learning strategies. An overview of the language teaching methods is presented to ensure knowledge and information about them. Teaching strategies is designed to introduce new Teaching Assistants to the pedagogy and theoretical understanding of second/foreign language teaching and learning, so as to give students some practical and theoretical tools to develop their teaching abilities on their own. The course also shed light on syllabus design, textbook evaluation and illustrating the characteristics of teaching and learning. Moreover, students should be aware of teaching and learning theories in second and foreign language.

English Grammar

EA5123. 3hrs.

Students have the chance to learn more about basic grammatical ideas. Unit structure, class (open and closed classes) system. The elements of sentence. The verb phrase, its structure, tense, aspect and mood. Finite and non-finite verbs. The noun phrase- Basic noun phrase consisting of the noun head and a closed class element i.e. Determiners). Types of nouns. Number, Gender, and Case. Pronouns. Various types of pronouns. Adjectives and adverbs – defined morphologically and functionally. Prepositional phrase. Their structure and function. Classifications of the main types of prepositions. Simple sentences, the various patterns of a simple sentence consisting of compulsory elements only. Classifying simple sentences structurally and functionally. Statements, questions, negation, commands, and exclamations. Adverbials, A detailed study of adjuncts, disjuncts and conjuncts. An introductory idea of coordination and subordination. The main coordinators in English. Apposition.

Language Testing

EA5124 3hrs.

The aim of the course is to introduce purposes and methods of language testing to realize the characteristics of a good test. The students are also introduced to the four language skills and the two components of grammar and vocabulary regarding the testing of each individually. Major proficiency test types are presented in class for illustration such as TOFEL & ILETS. The students should comprehend how to compute basic test statistics before Constructing, administering, interpreting, and using test results. By the end of the course students should be able to construct an MCQ test for different language skills.

Literature in ELT

EA5125 3hrs.

This course discusses questions like “what is literature? What are the main literary concepts and terms which a teacher needs to know? It also examines the relationship between language teaching and literature. It presents a pedagogical treatment if literary texts (the type of sentence pattern, the type of vocabulary, the non-core meaning of the vocabulary) and the impact of this on designing syllabuses and learning materials. The course also looks at ways in which a variety of literary texts, including poetry, plays, short stories and novels, can be used in the classroom. The tasks and other activities organized around them offer generalizable procedures and teachings which can be applied or adapted to different teaching contexts.

Research Methodology

EA5126

This course provides an introduction to research design. The main goals of the course are: (a) to develop the ability of students to critically read and assess published research, and (b) to provide students with an overview of various stages in the process of carrying out research in the field of applied linguistics. The course will include such topics as the development of research questions and the generation of hypotheses, defining/describing variables, concepts such as validity and reliability, data collection procedures, data coding and analysis and basic statistical concepts. Qualitative/descriptive and quantitative research designs will both be discussed and contextualized as a function of research questions.

Elective Courses المواد الاختيارية

Technology in ELT

EA5127

The aim of this course is to provide students with information and communication technology (ICT) tools and how use them in language classrooms. The course covers the following topics:

Terms related to ICT.
Technology in language Teaching.
Using websites.
How to use e-mails.
Online reference tools.
Producing electronic materials.
E-learning online teaching and training.

Psycholinguistics

EA5128

Psycholinguistics is an interdisciplinary field of study in which the goals are to understand how people acquire language, how people use language to speak and understand one another, and how language is represented and processed in the brain. Psycholinguistics, also known as the psychology of language, is primarily a sub-discipline of psychology and linguistics, but it is also related to developmental psychology, cognitive psychology, neurolinguistics, and speech science. It is the study of the psychological and neurobiological factors that enable humans to acquire, comprehend and produce language. Psycholinguistics examines the cognitive processes that make it possible to generate a grammatical and meaningful sentence.

Credit Units: 2 units

Contact hours: 2-hour lecture once a week

Prerequisite: 20452

Placement 6th semester

Course Objectives

At the end of the course, students are expected to:

define psycholinguistics;
discuss the origins of the field of psycholinguistics;
state the processes involved in psycholinguistic inquiry;
examine the nature of language;
discuss the processes involved in the comprehension of speech;
determine the processes involved in the production of speech;
explain the language acquisition process;
examine how languages can be lost;
outline some important processes that characterize the working of the human mind; and
link the human mind with linguistic performance as expressed through linguistics choices.

Course Outline

Language Acquisition
First words
The birth of grammar
Evidence for innateness
Stages of linguistics development
Production of language
Conceptualization
Formulation
Articulation
Self-monitoring

III. Comprehension of language

Sounds
Words
Sentences
Texts
Dissolution: language loss
Neurolinguistics and language loss
Speech and language disorders

Methods of Instruction: Lectures, class discussions, and individual student presentation of a seminal article in the field.

Nature of Evaluation: Theoretical

Method of Assessment

Student assignments & presentation 10%

Midterm Examination 30%

Final Examination 60%

Recommended Text: Scovel, Thomas (1998) Psycholinguistics. Oxford: Oxford University Press

Other References

Carrol, David (1994) Psychology of Language. Brooks/Cole Publishing Co.

Clark, Herbert and Clark, Eve (1977) Psychology and Language: An Introduction to Psycholinguistics. New York: Harcourt, Brace Jovanovich.

Garman, Micheal (1990) Psycholinguistics. Cambridge: Cambridge University Press.

Gleason, Jean and Ratner, Nan (eds) (1993) Psycholinguistics. New York: Harcourt, Brace

Jovanovich.

Pinker, Steven (1994) The Language Instinct. New York: William Morris.

Slobin, Dan Issac (1979) Psycholinguistics. (2nd ed) Glenville, US: Scott, Foresman and Company.

Steinberg, Daniel (1993) An Introduction to Psycholinguistics. London: Longman.

Traxler, and Gernsbacher, Morton Ann (1994) Handbook of Psycholinguistics. New York: Academic Press.

Socio. Linguistics

EA5129

This course represents an introduction to one of the hyphenated fields which bridges the disciplines of sociology and linguistics. Sociolinguistics examines the relationship between language and the social context in which it is used. The primary task in the study of sociolinguistics is to map linguistics variation on to social conditions. Specifically, sociolinguistics investigates the use of language and the social structures in which the users of language exist, particularly the systematic variation of language that can only be accounted for by appealing to socially relevant facts and forces. Sociolinguistics is all about variation in language use as it relates to social factors.

Credit Units: 2 units

Contact hours: 2-hour lecture once a week

Prerequisite: 20452

Placement 7th semester

Course Objectives

At the end of the course, students are expected to:

understand the complex connections between the variations within a language and the matching variations in the social groups that use it;
explain socially relevant explanations for regular patterns of variation in language use;
discuss the differences in pronunciation and grammar as well as the choice of lexical items that are related to the educational or economic status of members of the speech community;
investigate the close bonds between language choice and social identity, specifically why so many language communities have been willing to undertake political action to preserves their languages;
examine why speakers of certain varieties of language are influential and powerful, and why speakers of other varieties are regularly discriminated against; and
understand how social identity is recognizable from the speaker’s choices among all the variants that a language offers.

Course Outline

The social study of language

The ethnography of speaking and the structure of conversation

Locating variety in speech

Styles, gender and social class

Bilinguals and bilingualism

Societal multilingualism

Applied sociolinguistics

Methods of Instruction: Lectures, class discussions, individual student presentation of a seminal article in the field, empirical research which collects and analyzes aspects sociolinguistics.

Nature of Evaluation: Theoretical

Method of Assessment

Student presentation and research 10%

Midterm Examination 30%

Final Examination 60%

Recommended Text: Spolsky, B (1998) Sociolinguistics. Oxford: Oxford University Press.

Other References

Coulmas, Florian (ed) (1998) The Handbook of Sociolinguistics. Blackwell Reference Online. 28 Dec 2007.

Coulmas, Florian (2005) Sociolinguistics: The Study of Speakers’ Choices. Cambridge: Cambridge University Press.

Giglioli, Pier Paolo (1972) Language and Social Context. London: Penguin Books.

Llamas, Carmen, Mullany, Louise and Stockwell, Peter (eds) (2007) The Routledge Companion to Sociolinguistics. London: Routledge.

Pride, J.B. and Holmes, Janet (1979) Sociolinguistics. London: Penguin Books.

Trudgill, P (1995) Sociolinguistics: An Introduction to Language and Society. (3rd ed) London: Penguin Books.

Discourse analysis

EA51210

The main aim of the course is to examine the current developments in the analysis of spoken and written discourse and also to assess the usefulness of those development in the design of materials for language learning. It provides a theoretical underpinning to the teaching of the language skills of listening, speaking, reading and writing.

OUTLINES:

An Introduction to discourse Analysis including definitions, background and central concepts.
The analysis of spoken discourse and its implications to the design of listening and speaking materials.
The analysis of written discourse and its implications to the design of reading and writing materials.

Error analysis

EA51211

The objectives of this course is to introduce the students to the techniques and procedures used by both CA and EA in describing the learners’ inter-language. Its application to the theories of teaching and learning a second language or a foreign language. Moreover, learners at the end of the course should be able to identify and analyze these different types of errors made by second or foreign language learners.

Syllabus Design

EA51212

The aim of the course is to provide an overall view of the nature of course design and aspects to be considered in constructing syllabuses.

OUTLINES

Definition of a syllabus
Curriculum vs a syllabus
Traditional syllabuses

– Structural

– Situational

– Functinal/ Notional

Non- Traditional Syllabus

-Communicative syllabuses Based on Content Specification

-Communicative Syllabuses Based on Methodology

Constructing A syllabus

– Fact Finding Stage

– The basis for designing a syllabus

– Objective of the Syllabus

-Selection and Organization of the Language Content in a

syllabus

Discourse- Based Approach to Syllabus Design

REFERENCES:

– Dubin, Fraida and Elite Olshtain (1994). Course Design.

Cambridge: Cambridge University Press.

Munby, J. (1978) Communicative Syllabus Design. Cambridge

University Press.

Imssalem, Nuwara. (2000). Discourse Based Approach To

Language Teaching and Learning. Benghazi, Garyounis

Unversity.

Imssalem, Nuwara (2000) .Textbook Evaluation and Desiging a

Syllabus. Benghazi , Garyounis University.

Linguistics & Language Teaching

EA51213

The course provides an introduction to the relationship between Language Teaching and linguistics. The course will include topics such as: the relationship between Language Teaching and linguistics though different historical stages. The course will illustrate branches of linguistic studies, schools of linguistics such as American structuralism (Bloomfield) and transformational theory (Chomsky). The course also introduces functional & systematic linguistics.

Finally, the pedagogical implications of these linguistic theories to language, pedagogical grammars, & teaching methodology.

Textbooks Evaluation

EA51214

The aim of this course is to provide students with the tools of textbook evaluation. The evaluation will include textbooks from different periods, from 60s ,70s, 80s, 90s to the present. The criteria that will be used in the evaluation of these textbooks: language content, the reality of the situation, contextualization, integration to the skills and meaningfulness of the method.

M.A in Linguistics & Translation studies

Contrastive Grammar

Elective Course: No. ET5127

Course Description

Constructive Grammar is par t and parcel of the larger field of constructive linguistics. The latter field of study has been known by other names: confrontational linguistics, comparative linguistics, besides contrastive linguistics. However, the term constructive linguistics is probably more established and more widely used.

This course of contrastive grammar aims at putting out similarities and differences between the grammars of Arabic and English. For practical reasons, only certain areas of two grammars are usually compared and contrasted, since dealing with all the details of the languages concerned will be nearly impossible.

Two types of contrastive linguistics may be distinguished: theoretical and applied. The objective of the former is to encourage constructive studies within the framework of general linguistics. Applied constructive linguistics, on the other hand, has pedagogical objectives; it may be used profitably in second and foreign language learning. Applied constructive linguistics is also useful for those who are interested in translation.

Course Outline

How are the grammar of the two languages constructed?
1. The sentence
2. The predicate
3. How elements of the sentence are related
4. Class and system
The verb phrase in Arabic and English
1. Classes of Arabic verbs
2. The model auxiliaries in English
3. Finite and on-finite verbs in English
4. Derived forms of the Arabic verb
Comparison of tenses and aspects in English and Arabic
Modality bin English and Arabic
Nouns in English and Arabic
Number gender and case in English and Arabic
Comparison of adjectives in English and Arabic
Simple and compound sentences in both languages

References: Aziz, Y. (1989) A Contrastive Grammar of English and Arabic. Mosul: DaarInb-Al-Athir Press.

Husni Al-Muhtaseb Some Differences between Arabic and English: A Step towards an Arabic Upper Model. faculty.kfupm.edu.sa/ics/muhtaseb/Research/UKPAPER.pd

Translation Methods

Compulsory Course No. ET5123

Course Description

The process of translation is a process of decision-making. It is a set of procedures and strategies for making judgments when selecting the optimal choice from a range of potential equivalents. A theory of translation should attempt to understand how that decision-making is accomplished. How is the mental representation of the virtualtranslation constructed and how does it emerge as a target language text? A theory of translation should explicate how the professional translator moves from the concrete source text, to the construction of the virtual translation, to producing the most appropriate target text. It should explicate the factors that play into the decision-making, including communicative function, target language textual style, potential audience, and the requirements of the host culture and linguistic system.

Methods of models of translation is an attempt to explain some common factors and to resolve differences. Many controversies in translation studies might be quelledby a better understanding of each model represents a particular of view, but there are also significant interdependencies. Eventually, without yielding their specific perspectives, each of these methods could contribute to a more ambiguous and more adequate integrated theory.

Course Outline

The critical Model
The practical Model
The linguistic Model
The text Linguistic Model
The sociocultural Mode
The Computational Model
The Psycholinguistic Model

References: Neubert, A and Shreve, G. (1992) Translation as Text. Kent: Kent University Press.

Dickens, J., Hervey, S. and Higgins, I. (2002) A Course in Translation Method: Arabic to English. London: Routledge

Interpreting Studies

Elective Course: No. ET5127

Course Description

Imagine two people sitting in a room. They may be politicians, businesspersons, trade unions, or scientists. They wish to discuss their work but speak different languages, and neither speaks the other’s language well enough for the discussion to be useful. So they call in someone else, who speaks both languages, to explain what each is saying in turn. That person is an interpreter.

When one is interpreting, an awful lot is going on at one time. You are listening, understanding, writing things down, reading documents used in the meeting, analyzing ideas, talking. And all of this while perpetually switching from language to another, using at least two languages, may be more.

This course is an attempt to unravel the process of conference interpreting and present them in a structured digestible manner.

Course Outline

What is interpreting?
What is conference interpreting?
The context of the conference interpreter’s work.

Basic principles of consecutive interpreting
Analysis

Analysis of speech type

Identification of main ideas

Analysis of links

Memory

3 Note taking in consecutive interpreting

Practical points for note taking

What to note

How to note

4 Simultaneous interpreting

The acoustic difficulties of simultaneous interpreting

Use of equipment

Cultivating split attention

The techniques of simultaneous interpreting

Reference:

Jones, Roderick (1998) Conference Interpreting Explained. Manchester: St Jerome.

Course: General Linguistics

EL5122

Lecturer: Prof. Rakas, M. (Ph.D. Linguistics/Syntax)

Course outline

This general (theoretical) course is concerned with the scientific study of the human natural languages, the study of the human natural languages core levels, phonology, morphology and syntax. The course examines how these linguistic hierarchal levels interact through the morpho-phonemic and morpho-syntactic intermediate levels. An outline on the history of linguistics is presented. Phonetic background is highly recommended as a prerequisite knowledge. Current linguistic studies pinpoint the concept of ‘competence’ as central to the study the structure and the function of the human language. The study of particular languages reveals linguistic principles and parameters shared by human languages, viz. principles common to human natural languages. It is posited that these universal principles belong to a meta-abstract language I call ‘Big L’, hence Universal Linguistic Theory (ULT) or ‘Universal Grammar’ (UG). In this view, the study of language is ultimately the study of the human mind. Theoretical linguistics has important impact on other fields (Applied Linguistics) as diverse as medicine (e.g. remedial linguistics), education (e.g. language teaching and learning), sociology (e.g. socio-linguistics), stylistics (e.g. literature, dialectology and registers), psychology (psycholinguistics and speech impairments), etc.

Course Description

CHAPTER ONE: History of linguistics

1 Linguistic as a science and linguistic terms in practice

General and fundamental concepts and human Language properties.
Linguistics and Universal Principles
Ancient Grammarians
The Middle ages (1100-1500), The Renaissance (14^th-17^th century), and the Age of Enlightenment (18^th century)
The Nineteenth Century: Linguistics becomes a Science
Neo-grammarians School and Port Royal School
Traditional and Structural Linguistics in the 20^th century
Structuralism
T.G. Grammar
Definitions: (elaboration of the term “Language”):

Todd (1987)

Sapir (1921)

Bloch and Trager (1942)

Hall (1968)

Robins (1979a)

Chomsky (1957)

Language behavior and language system
Language and speech
Priorities of the spoken form to the written form of language:

Structural priority

Functional priority

The semiotic system:

Language arbitrariness

Language duality

Language discreteness

Language productivity

Linguistic distinctions:

General and descriptive linguistics

Synchronic and diachronic descriptions

Theoretical and applied linguistics

Micro-linguistics and macro-linguistics

Descriptive and prescriptive linguistics

Structure and system

Twentieth century linguistics: Ferdinand de Suassure

أعضاء هيئة التدريس

Teaching Staff Members:

Nuwara Mohamed Imssalam
Ahmed Mohamed Abounowara
Ramadan Ahmed AlMejrab
Mohamed Salem Rakas
Naji Mahmud Hemri
Khadeja K. Abouaroush
Amina M. B. Megheirbi
Entisar O. El-Werfaly
Youssif Z. Omar

المقدمة

الرؤية

الرسالة

الأهداف

ماجستير في اللغويات التطبيقية

وصف المواد الدراسية لبرنامج ماجستير في اللغويات التطبيقية

OUTLINES:

ماجستير في اللغويات ودراسات الترجمة

وصف المواد الدراسية لبرنامج ماجستير في اللغويات ودراسات الترجمة

Compulsory Courses – المواد الإجبارية

Elective Courses المواد الاختيارية

OUTLINES:

OUTLINES:

أعضاء هيئة التدريس

عن الكلية