Institution:
College of Science and Human Studies at Hawtat
Sudair
Academic Department : Department of English.
B.A in English
Programme :
.Applied Linguistics .
Course :
Dr. Zuhour Mohammed
Course Coordinator :
Programme Coordinator : Dr. Murad Al.Shboul
20/ 12 / 1436 H
Course Specification Approved Date :
A. Course Identification and General Information
1. 1 - Course title : Applied inguistics
Course Code: ENG 313
3.
2. Credit hours :
3 - Program(s) in which the course is offered: B. A. in English Language
4 – Course Language : English.
2. 5 - Name of faculty member responsible for the course: Dr.
3. 6 - Level/year at which this course is offered :
Zuhour Mohammed
5th level/ 3rd year
7 - Pre-requisites for this course (if any) :
 non
8 - Co-requisites for this course (if any) :
 non
9 - Location if not on main campus :
Faculty of Science &Hum anal Studies( Alhawta)
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?
1)how the English language ‘works’ on different levels and in being able
to describe, discuss and apply the rules of English,
2)the challenge of learning how language is structured and how it
works,
3) how to demonstrate knowledge of some of the fundamental areas in
the field including features of language and communication,
sociolinguistics, psycholinguistics, discourse studies, etc.
4) the steps in applying all this knowledge to language course design.
Briefly describe any plans for developing and improving the course that are
being implemented :
Page 2 Of 11
1)
2)
3)
4)
Increased use of IT or web-based reference material
Use Web-CT for uploading material
Consistently change the list of readings
Include e-books related to the course.
C. Course Description
1. Topics to be Covered
List of Topics
Introduction to Applied linguistics
Learners and Learning: classrooms and contexts. What do we know about
how languages are learned? How do differences among learners affect
learning processes and teaching procedures? What motivations do learners
have for learning English? What factors of context should teachers take into
account? What roles can learners and teachers play in the language learning
process? What roles can learning materials play in the classroom?
The communicative classroom: what are the components of communicative
language ability? Is communicative language ability a realistic goal for the
English language classroom? What are the issues for the communicative
curriculum? What are communicative tasks and what role do they have in
learning and teaching? How can we manage a communicative classroom?
What does communicative language teaching imply for authenticity n the
classroom? If we teach communicatively, what does this imply for testing?
What are the issues in applying a communicative approach in context?
Learner autonomy and learner training: what do we know about the
strategies of the good language learner? What insights can we gain from
educational thinking on autonomous learning? What are the implications of
learner training in the classroom? What role can self-access facilities pay in
language learning? Are learner autonomy and learner training universally
appropriate concepts?
No. of
Weeks
Contact
Hours
Week1
3 hours
Weeks
Course Design: what roles might teachers play in course design? What
2-3-4-5
contextual factors do we need to consider? How can we establish goals and
objectives? What options are there in choosing a syllabus? What procedures
can be helpful in evaluating courses? What criteria might we use in choosing
a textbook? How can we take a process approach to corse design? What is
the role of projects in English Language teaching? What is the role of
negotiation in course design?
Page 3 Of 11
12 hours
2. Course components (total contact hours and credits per semester):
Lecture
Tutorial
Laboratory Practical
Other:
Total
Contact
Hours
23
4
4
4
4
84
Credit
3
51
51
51
51
3
3. Additional private study/learning hours expected for
None
students per week.
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 •
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;
•
The methods of student
assessment to be used in the course to
evaluate learning outcomes in the
domain concerned.
2.0 Cognitive Skills
2.1 1.
Ability to think critically and
analytically
2.
Ability to use linguistic and
Page 4 Of 11
Course Teaching
Strategies
Course Assessment
Methods
1.
Lectures
2.
Class
discussion
3.
Collaborative
learning/Team work
4.
portfolio
1.
Class
participation
2.
Quizzes
3.
Class
presentations based
on practical
experiments outside
the class
4.
Midterms/Ess
ay questions
5.
Research
papers
6.
Final written
exam
1.
1.
Class
participation
2.
Presentations
Lectures/teachi
ng students how to
NQF Learning Domains
And Course Learning Outcomes
Course Teaching
Strategies
Course Assessment
Methods
academic English terminology
3.
Ability to make sound analogies
and comparisons between different
schools of applied linguistics
4.
Ability to apply various
approaches to the study of Applied
Linguistics
5.
Ability to do research and to
make use of information from primary
and secondary sources in support of a
valid thesis and argument in selected
areas of Applied Linguistics and the
kinds of application they involve.
read attentively and
critically
2.
Class
discussions/teaching
students to think
independently and
engage in group
discussions
3.
Individual
meetings with
students/
encouragement of
students to discuss
paper topics outside
the class room with
the instructor
3.
Research
papers
4.
Midterms and
exams
5.
Group
assignments
1.
Lectures in
which students are
made aware of the
significance of time
management
2.
Discussions
with students on
ethical behaviour in
conducting research
3.
Individual
counselling on
research projects and
writing difficulties
4.
4. Group
assignments where
much of the most
effective learning
comes from the
student explaining,
discussing and
defending his own
ideas with his/her
1.
Active class
participation reflects
the students ability
to keep up with the
reading schedule
2.
Research
papers will attest to
the student’s ability
to fulfil assignments
and respect dead
lines
3.
Performance
on midterms and
final exams are
evidence of the
student’s ability to
recollect and
synthesize
information
4.
Instructor’s
assessment of
student’s
3.0 Interpersonal Skills & Responsibility
3.1 1.
Students can complete both
reading and writing assignments in due
time
2.
Students can participate in class
discussion and think critically
3.
Students can act responsibly and
ethically in carrying out individual as
well as group projects
4.
Students have the necessary skills
to communicate, listen, negotiate, and
evaluate their strengths and weaknesses
as members of a team
Page 5 Of 11
NQF Learning Domains
And Course Learning Outcomes
Course Teaching
Strategies
Course Assessment
Methods
peers.
performance and
seriousness during
individual
supervision hours
4.0 Communication, Information Technology, Numerical
1.
Encourage
4.1 1.
Use of electronic journals and
students to make
data basis
extensive use of
2.
Web CT
material on the web
3.
Use of PowerPoint and laptop –
2.
Encourage
projector systems
students to consult the
4.
Introduction to blogging
specialist in the
5.
Experience wiki / Moodle to
computer lab for help
develop collaborative writing skills.
on web-based
material
3.
Demand the
use of PowerPoint
when giving
presentations
4.
Demonstrate
and give blogging and
wiki / moodle
assignments and
coach students in how
to carry them out
5.0 Psychomotor
..................
5.1 Is not applicable
1.
Allot marks
for the use of webbased material in
students'
presentations.
2.
Distribute
rubric at beginning
of assignment so
students know what
they will be
evaluated on
..................
5. Schedule of Assessment Tasks for Students During the Semester:
Assessment task
1
2
3
4
5
6
2.
1.
2.
1.
2.
1.
Page 6 Of 11
Week Due
Middle of term
All along
All along
At the end
Week 13
Week 14
Proportion
of Total Assessment
20%
5%
5%
10%
20
40%
D. Student Academic Counseling and Support
1.
Arrangements for availability of faculty for individual student consultations and academic advice.
(include amount of time faculty are available each week)
3 hour per course per week
E. Learning Resources
1. List Required Textbook:
. Required Text(s):
Hedge, T. 2000. Teaching and Learning in the Language Classroom.
Oxford: OUP
2. List Essential References Materials
Cook, Guy (2003). 'Applied Linguistics' (in the series Oxford Introduction to
Language Study) Oxford: Oxford University Press
Davies, A. & Elder, C. (Eds.). (2004). 'Handbook of Applied Linguistics'
Malden, MA: Blackwell.
Johnson, Keith and Johnson, Helen (1999). 'Encyclopedic Dictionary of
Applied Linguistics' *Malden, MA: Blackwell.
McCarthy, Michael (2001). 'Issues in Applied Linguistics' Cambridge
University Press.'
Pennycook, Alastair (2001). 'Critical applied linguistics: a critical introduction'
London: Lawrence Erlbaum Associates.
Schmitt, Norbert (2002). 'An Introduction to Applied Linguistics' London:
Arnold.
Alan Davies & Catherine Elder.(Eds.). 2004. Handbook of Applied Linguistics.
1
Christopher Brumfit. How applied linguistics is the same as any other science,
"International Journal of Applied Linguistics", 7(1), 86-94.
Alan Davies & Catherine Elder.(Eds.). 2004. Handbook of Applied Linguistics.
6
3. List Recommended Textbooks and Reference Material :
Resources on the Web:
"http://en.wikipedia.org/wiki/Applied_linguistics"
Societies
International Association of Applied Linguistics (http://www.aila.info/)
America
Page 7 Of 11
American Association for Applied Linguistics (http://www.aaal.org/)
Center for Applied Linguistics (http://www.cal.org/)
Canadian Association of Applied Linguistics (http://www.aclacaal.org/)
Asociación Mexicana de Lingüística Aplicada
(http://www.cele.unam.mx/amlaweb/)
Europe
Association Belge de Linguistique Appliquée (http://www.abla.be/)
Asociación Española de Lingüística Aplicada (http://www.aesla.uji.es/)
Association Finlandaise de Linguistique Appliquée
(http://www.cc.jyu.fi/~kmantyla/afinla/!index.html)
Association Française de Linguistique Appliquée (http://www.aflaasso.org/)
Associazione Italiana di Linguistica Applicata (http://www.aitla.unimo.it/)
Association Néerlandaise de Linguistique Appliquée
(http://www.aila.info/about/org/ic.htm#SG)
Association Norvegienne de Linguistique Appliquée
(http://www.hf.ntnu.no/anla/)
Association Suédoise de Linguistique Appliquée
(http://www.nordiska.su.se/asla/)
Association Suisse de Linguistique Appliquée (http://www.valsasla.ch/cms/)
British Association for Applied Linguistics (http://www.baal.org.uk/)
Gesellschaft für Angewandte Linguistik (http://www.gal-ev.de/)
Greek Applied Linguistics Association (http://www.enl.auth.gr/gala/)
Irish Association for Applied Linguistics (http://www.tau.ac.il/~ilash/)
Polish Association of Applied Linguistics
(http://www.ocot.pl/st_ptls.php?id=8)
Oceania
Applied Linguistics Association of New Zealand
(http://www.victoria.ac.nz/lals/about/alanz/alanz.html)
Applied Linguistics of Association of Australia
(http://www.latrobe.edu.au/alaa/)
Asia
Asian Association of TEFL (Asia TEFL) (http://www.asiatefl.org/)
Applied Linguistics Association of Korea
(http://www.alak.or.kr/index.asp)
China English Language Education Association
(http://www.celea.org.cn/)
Hong Kong Association for Applied Linguistics (http://www.haal.hk/)
Japan Association of College English Teachers
Page 8 Of 11
(http://www.jacet.org/index.html)
Linguistic Society of the Philippines
(http://www.dlsu.edu.ph/inside/organizations/lsp/default.asp)
Singapore Association for Applied Linguistics (http://www.saal.org.sg/)
Others
Estonian Association of Applied Linguistics
(http://www.eki.ee/rakenduslingvistika/index_eng.php)
Israel Association of Applied Linguistics (http://www.tau.ac.il/~ilash/)
Southern African Applied Linguistics Association
(http://www.saala.org.za/)
4. List Electronic Materials :
 .............................................................
 .............................................................
 ............................................................
5. Other learning material :
 .............................................................
 .............................................................
 ............................................................
F. Facilities Required
1. Accommodation
 .............................................................
 .............................................................
 ............................................................
2. Computing resources
 Compare syllabi and course description with other universities
(including those on the net)
 Biannual meetings of faculty members to discuss improvement
 Have a curriculum review committee to review the curriculum
periodically and suggest improvements
3. Other resources

G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching:
 Midterm evaluation feed-back form to increase instructor’s
awareness of the weak and strong points of the class
 End of term college evaluation of course by students ( to be
collected by the department)
Page 9 Of 11
 End-of-term debriefing in class of students and teacher regarding
what went well and 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

2 Other Strategies for Evaluation of Teaching by the Program/Department
Instructor :
 Peer evaluation to asses ability of faculty members to work with their
colleagues
 2. Cass observations by supervisors
3 Processes for Improvement of Teaching :
 Training sessions
 Workshops to facilitate the exchange of experiences amongst faculty
members
 Regular meetings where problems are discussed and solutions given
 Discussion of challenges in the classroom with colleagues and
supervisors
 Encouragement of faculty members to attend professional development
conferences
 Keep up to date with pedagogical theory and practice
 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
 Check marking of a sample of examination papers either by a
resident or visiting faculty member
 Arrange with another institution to have two common test items
included on an exam and compare marks given
 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 :
 Compare syllabi and course description with other universities (including
those on the net)
 Biannual meetings of faculty members to discuss improvement
 Have a curriculum review committee to review the curriculum
Page 10 Of 11
periodically and suggest improvements

Course Specification Approved
Department Official Meeting No ( 3 ) Date 20/ 12 / 1436 H
Course’s Coordinator
Name :
Dr. Zuhour
Mohammed
Signature :
Date :
Page 11 Of 11
Zuhour.
18/12 /1435H
Department Head
Name : Dr.
Murad
Al.Shboul
Signature :
Date :
18/12 /1436H