Institution:
Majma'ah University
Academic Department : English Department
English
Programme :
Eng 329
Course :
Samah Abdel-Karim Ibrahim
Course Coordinator :
Programme Coordinator : Dr. Mohanad Sabha
…./ … / …… H
Course Specification Approved Date :
A. Course Identification and General Information
1. 1 - Course title : Language Acquisition Course Code: Eng.329
(3 hours )
2. Credit hours :
3 - Program(s) in which the course is offered: In English
4 – Course Language : English
2. 5 - Name of faculty member responsible for the course: Samah Abdel-Karim
Ibrahim
3. 6 - Level/year at which this course is offered :
Level Five / 3rd year
7 - Pre-requisites for this course (if any) :
 None
8 - Co-requisites for this course (if any) :
 None
9 - Location if not on main campus :
) None )
10 - Mode of Instruction (mark all that apply)
A - Traditional classroom
B - Blended (traditional and online)
D - e-learning
E - Correspondence
F - Other
What percentage?
100 %
What percentage?
……. %
What percentage?
……. %
What percentage?
……. %
What percentage?
……. %
Comments :
...........................................................................................................
B Objectives
What is the main purpose for this course?
Students should be able to:
1. Define the basic concepts related to fist language acquisition;
2. Explain the major theoretical approaches to first language acquisition.
4. Identify the various stages of language development.
5. Explain the various stages of development in the different aspects of
language: phonological, semantic, grammatical (morphological; syntactic),
and pragmatic aspects.
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6. Identify the universal language learning strategies.
7. Explain the universal language learning strategies.
C. Course Description
1. Topics to be Covered
List of Topics
Introduction
First versus second language acquisition
Theories of language acquisition
Stages of child language development
Phonological acquisition
Semantic acquisition
Grammatical acquisition
Pragmatic acquisition
Universal language learning strategies
No. of
Weeks
Contact
Hours
2
2
2
2
2
2
1
1
1
6
6
6
6
6
6
3
3
2. Course components (total contact hours and credits per semester):
Lecture
Tutorial
Laboratory
Contact
Hours
43 hours
None
None
Credit
43 hours
None
None
Practical
2 hours
for
exams
2 hours
for
exams
Other:
Total
None
45 hours
None
45 hours
3. Additional private study/learning hours expected for
students per week.
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None
4. Course Learning Outcomes in NQF Domains of Learning and
Alignment with Assessment Methods and Teaching Strategy
NQF Learning Domains
And Course Learning Outcomes
1.0 Knowledge
1.1 1. How language evolves and changes.
1.2 2. The fundamental stages of language
development from a phonological,
morphological, semantic, syntactic, and
pragmatic perspectives.
1.3 The basic principles of language-learning
strategies
Course
Teaching
Strategies
Lectures
Class
discussions.
..................
2.0 Cognitive Skills
2.1 Analytically examining how the language of ..................
a child develops
2.2 Collecting and analyzing data on their own Clarify/
Course
Assessment
Methods
Two
midterms
Final exam
Quizzes
Midterms
and
final
exam
Group
presentat
and making their own generalizations about teach
child’s language development.
significant
points
2.3 .....................................................................
Engage
Quizzes.
students to
think
analytically
by providing
examples of
child
language.
..................
2.4 .....................................................................
Group
presentation
that requires
students to
apply their
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NQF Learning Domains
And Course Learning Outcomes
2.5 .....................................................................
3.0 Interpersonal Skills & Responsibility
3.1 . Making sure students are responsible for
giving presentations when scheduled.
Course
Teaching
Strategies
Course
Assessment
Methods
knowledge
of
the
subject area.
..................
Group
presentation
that requires
students to
apply their
knowledge
of
the
subject area.
Class
discussions
3.2 Students’
Performance
on
presentations
Class
participation
ability to participate in class In-class
discussions.
group
presentations
..................
3.3 Presentations that require them to work with ..................
classmates as a group
4.0 Communication, Information Technology, Numerical
Work
4.1 Use of Academic English
closely
with students to
make extensive
use of material
on the web
4.2 Use of electronic journals and data basis
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Encourage
students to
consult the
specialist in the
computer lab for
help on web-
Set particular
points in their
papers and
presentations on
whether the
above methods
for
obtaining
material
have
been
implemented
..................
NQF Learning Domains
And Course Learning Outcomes
Course
Teaching
Strategies
based material
Course
Assessment
Methods
4.3 Web CT
Help
students ..................
use PowerPoint
when
giving
presentations
4.4 Use of PowerPoint and laptop - projector systems
5.0 Psychomotor
5.1 Not applicable
..................
..................
Not
applicable
Not
applicable
5. Schedule of Assessment Tasks for Students During the Semester:
Assessment task
Week Due
Proportion
of Total
Assessment
1
1st / 2nd midterms
................
40 %
2
Participation, Quizzes, Presentations and/or
papers
................
10 %
Final
End of term
50 %
3
D. Student Academic Counseling and Support
.......................................................................................................................................
E. Learning Resources
1. List Required Textbooks :
Lightbown, P. M., and N. Spada. How Languages are learned. Oxford: Oxford
UP, 1993. [Pp. 1-68; 11-135]
Yule, G. The Study of Language. 2nd ed. Cambridge: Cambridge UP, 1996.
[Pp. 175-201]
2. List Essential References Materials :
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 None
3. List Recommended Textbooks and Reference Material :
 None
4. List Electronic Materials :
 None
F. Facilities Required
1. Accommodation
Lecture rooms should be large enough to accommodate the number of registered
students
2. Computing resources
Laptop computer - projector system
3. Other resources
 None
G 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
what could have gone better
4. 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
2 Other Strategies for Evaluation of Teaching by the Program/Department
Instructor :
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
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4. Processes for Verifying Standards of Student Achievement
1. Check marking of a sample of examination papers either by a resident or visiting
faculty member
2. Students who believe they are under graded can have their papers checked by a
second reader
5 Describe the planning arrangements for periodically reviewing course
effectiveness and planning for improvement :
1. Compare course description with other universities (including those on the net)
2. Bi-annual meetings of faculty members to discuss improvement.
3. Have a curriculum review committee to review the curriculum periodically and
suggest improvements
Course Specification Approved
Department Official Meeting No ( ….. ) Date … / …. / ….. H
Course’s Coordinator
Department Head
Name :
Signature :
Date :
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Samah Abdel-Karim
Ibrahim
...........................
…./ … / …… H
Name :
Signature :
Date :
Dr. Mohanad
Sabha
..........................
…./ … / …… H