Majmaah University
Institution:
Academic Department : English
BA
Programme :
. 324
Course :
Hanan Ahmed Sanad
Course Coordinator :
Programme Coordinator : Dr Mona Abdelhafez.
…./ … / …… H
Course Specification Approved Date :
Institution: Majmaah University
College/Department : College of Sciences and Humaniterian studies/ Department
of English .
A. Course Identification and General Information
1. Course title and code: Eng. 324 – Applied Linguistics
2. Credit hours: 3 hours
3. Program(s) in which the course is offered: B.A. in English Language and
Literature
4. Name of faculty member responsible for the course : Hanan Ahmed Sanad
5. Level/year at which this course is offered : Level 5/ 3rd yr
6. Pre-requisites for this course (if any): Preferably, Eng. 320 & Eng. 323
7. Co-requisites for this course (if any): None
8. Location if not on main campus: Al-ghat
B. Objectives
Students should be able to:
1. Recognize domains of applied linguistics in solving second language learning
problems
2. Explain the main theories of second language learning
3. Compare and contrast the different theories of second language acquisition
4. Identify individual factors affecting second language acquisition.
5. Identify main teaching methods
6. Compare and contrast teaching methods.
7. Discuss issues related to second language acquisition and present opposing
arguments
10. Analyze hypothetical problems related to second language acquisition and
predict outcomes
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C. Course Description
1. 1 Topics to be Covered
Topic
No of
weeks
Contact
hours
1
1
3
3
3
9
1
2
3
1
6
2
6
1
6
1
3
3
6
Introduction: applied linguistics: definition & domains
Factors affecting SL learning and teaching.
Theories of Second Language learning: behaviorism,
cognitive theory, and interactionism
Language syllabus design
First mid term exam
Syllabus types: grammatical, situational, notional, and
communicative
Language teaching methods: the grammar-translation
method, the audiolingual method, communicative
approaches, etc.
Learning objectives .
Second mid term exam
Learning strategies
Teaching strategies
Language testing
1
1
2
2. Course components (total contact hours per semester):
Lectures: 35 hours
Tutorial: We are
available during
hours of actual
office hours and
through email.
Practical sessions:
10 hours practical
work and exam
Other: none
3. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to
develop;
 A description of the teaching strategies to be used in the course to develop
that knowledge or skill;
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 The methods of student assessment to be used in the course to evaluate
learning outcomes in the domain concerned.
a. Knowledge
(i) Description of the knowledge to be acquired:
1.
2.
3.
4.
The basic issues in second language acquisition
The basic theories of second language acquisition/learning
Factors affecting foreign language learning and teaching
The characteristics of learner language
(ii) Teaching strategies to be used to develop that knowledge
1.
2.
3.
4.
5.
Lectures
Class discussion
Reading and text analysis
Collaborative learning/group work
Online discussion group (optional)
(iii) Methods of assessment of knowledge acquired
1. Class participation
2. Group project
3. Interm exam
4. Final written exam
b. Cognitive Skills
(i) Cognitive skills to be developed
1.
2.
3.
4.
5.
The ability to apply the different approaches to new utterances.
The ability to apply the different approaches to longer stretches of discourses,
providing interpretations of the discourses in view of the contextual features.
The ability to apply stylistic approaches to the analysis of literary texts.
Keen observation of the surrounding language
Critical observation of everyday interaction.
(ii) Teaching strategies to be used to develop these cognitive skills
1. Ability to think critically and analytically of the various theories
2. Ability retain information by understanding material and decrease dependence on
memorization
3. Ability to recognize principles covered and to identify relevant concepts and theories
from subjects studied and apply them to new second language learning situations.
4. Ability to investigate defined problems and to evaluate alternative solutions, and
propose new approaches drawing on relevant theoretical and practical knowledge.
5. Is aware of the provisional nature of knowledge in the field and able to take this into
account in analyzing problems and proposing solutions.
(iii) Methods of assessment of students’ cognitive skills
1. Lectures/discussions
2. Peer/group work/ discussions
3. Individual meetings with students
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b. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility
to be developed:
1. Students can complete assignments in due time
2. Student can think and act independently
3. Students can act responsibly in peer/group activities and can
exercise leadership in those groups.
4. Students can identify weaknesses in their own knowledge and
skill and plan for and
5. r take relevant action.
(ii) Teaching strategies to be used to develop these skills and abilities:
1.
2.
3.
4.
5.
Discussions to make students aware of the significance of time management
Posing questions that encourage class discussion and critical thinking
Allowing time for peer/group activities, where students explain, discuss and defend their
ideas with their peers.
Use of online discussion group
(iii) Methods of assessment of students interpersonal skills and capacity to
carry
responsibility
1.
2.
3.
4.
Active class participation reflects the students ability to keep up with the reading schedule
Performance on midterms and final exams are evidence of the student’s ability to retain
and analyze information
Instructor’s assessment of student’s performance and participation in online discussion
group.
c. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
1. Ability to register with internet browser/web service
2. Ability to join and participate in online discussion group
3. Ability to express ideas in appropriate English and to present
arguments, analyses, and conclusions in correct English.
(ii) Teaching strategies to be used to develop these skills
3.
1. In-class instructions on how to register with internet browser/web service
2. Email instructions
Online instructions posted in discussion group site
(iii) Methods of assessment of students numerical and communication skills
-Marks allotted according to how well students follow directions and how well they
participate in discussion group
d. Psychomotor Skills (if applicable)
Not Applicable
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4. Schedule of Assessment Tasks for Students During the Semester
Assessment Assessment task (eg. essay, test, Week due
group project, examination
Proportion
etc.) of
Final
Assessment
1
Quizzes and assignments
Assigned periodically
10%
2
3
4
First mid term
Second mid term
Final exam
5
9
End of semester
20%
20%
50%
E. Learning Resources
1. Required Text(s)
1. Lightbrown, Patsy and Spada, Nina. How languages are learned, 3rd ed. Oxford
Univ. Press, 2007.
2. Brown, Douglas. Principles of language learning and teaching, 4th ed.
Longman, 2000.
2. Essential References
3- Recommended Books and Reference Material (Journals, Reports, etc)
F. Course Evaluation and Improvement Processes
1 . Strategies for Obtaining Student Feedback on Effectiveness of Teaching
1. Midterm evaluation feed-back form to increase instructor’s awareness of the weak and strong
points of the class
2. End of term college evaluation of course by students ( to be collected by the department)
3. End-of-term debriefing in class of students and teacher regarding what went well and
4. what could have gone better Small group instructional diagnosis (SGID) whereby instructors
exchange classes and gather information from each others’ students on specific points outlined
by the department and the instructor being evaluated
5. 2 . Other Strategies for Evaluation of Teaching by the Instructor or by the Department
1. Peer observation to benefit from colleagues’ objective
feedback and suggestions for improvement.
3 Processes for Improvement of Teaching
1. Training sessions
2. Workshops to facilitate the exchange of experiences amongst faculty members
3. Regular meetings where problems are discussed and solutions given
4. Discussion of challenges in the classroom with colleagues and supervisors
5. Encouragement of faculty members to attend professional development conferences.
6. Keep up to date with pedagogical theory and practice
7. Set goals for achieving excellence in teaching at the beginning of each new semester
after reviewing last semester’s teaching strategies and results
4. Processes for Verifying Standards of Student Achievement
(eg. check marking by an independent faculty member of a sample of student
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work, periodic exchange and remarking of a sample of
assignments with a faculty member in another institution)
4. Check marking of a sample of examination papers either
by a resident or visiting faculty member
Students who believe they are under graded can have their papers checked by a second reader
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