This course covers counseling in families, business, mental health and community agency settings. Emphasis is on professional roles, current trends and legal/ethical issues.
The course introduces students to the scientific discovery of language. Students recognize the basic components of human language including phonetics, phonology, morphology, syntax, semantics, psycholinguistics, and neurolinguistics. Based on cross-linguistic data, students recognize common patterns and variation in languages and build the set of tools that are necessary for the construction of a theory of human language. The ultimate goal is to achieve a better analysis and understanding of language as an integral part of human cognition and the brain.
This course focuses on the essential connections between language, society and culture, and the way in which language is used in different social and cultural contexts. The effects of regional variation, social variation, ethnicity, gender, age, style, register, and the status of the speaker's language on language use will be discussed and extensively illustrated during the course. In addition, topics such as pidgins and creoles, diglossia, lingua francas, bilingualism and language planning will be introduced.
This course provides an in-depth analysis of selected topics which are central to the linguistic study of English grammar, and involves both structural description and functional analysis. The aims of the course are to provide.
This course introduces students to the scientific study of speech sounds (or signs). Students will first be introduced to the theoretical foundations of phonetic theory and the mechanisms of human speech production. They will also be introduced to the International Phonetic Alphabet (IPA) and will be trained to detect speech sounds and use the IPA to transcribe such sounds, from individual sounds through to supra-segmental properties of connected speech such as stress, rhythm and intonation. Students will also be introduced to the basics of acoustic analysis of human speech sounds using state of the art speech analysis hardware and software.
This course is concerned with the investigation of sound patterns. Students are exposed to the basic principles of phonological analysis, including phonological alternations, rules and derivations. The main theoretical framework adopted in the course is that of generative phonology, which applies a rule-based system to the investigation of phonological processes. Based on cross-linguistic data students learn to identify phonological patterns and formally express them using formal phonological rules.
This course introduces syntactic analysis within the generativist tradition. Students become familiar with the formal terminology used in syntactic work and apply this knowledge in the study of cross-linguistic data. The course covers topics on the position of syntax within cognitive science, categories and features, syntactic, binding theory and structural relations, X-Bar theory and how the lexicon constraints the application of syntactic rules. Assignments and discussions focus on several different languages in addition to English.
This course introduces students to the basic concepts in morphological theory and the necessary tools in conducting morphological analysis. While some emphasis will be on Arabic nonlinear morphology, morphological patterns from various languages from around the world will be studied. Concepts such as root, stem, morpheme, allomorph, derivation, inflection, word syntax, and morphological productivity are covered. The interface between morphology and other levels of analysis, such as phonology, syntax, and semantics is also discussed.
This course examines basic concepts in morphological theory and the necessary tools in conducting morphological analysis. While some emphasis will be on Arabic nonlinear morphology, morphological patterns from various languages from around the world will be studied. Concepts such as root, stem, morpheme, allomorph, derivation, inflection, word syntax, and morphological productivity are covered. The interface between morphology and other levels of analysis, such as phonology, syntax, and semantics is also discussed.
This course studies the linguistic properties of Emirati Arabic including (i) the sound inventory of the dialect from an articulatory point of view; (ii) phonological processes that sounds in the dialect undergo; (iii) the morphological structure of the language including non-linear morphological processes characteristic of Semitic languages; inflectional and derivational processes; borrowing; and so on; and finally (iv) the syntax of Emirati Arabic focusing on language specific properties, word order and key phrase structure rules.
In this course, we look at the use of computers for everyday language tasks (e.g. spelling, computer-assisted language learning, machine translation). While there is no programming in this course, students investigate these systems in hands-on sessions. We also cover current social and ethical issues, as well as more philosophical ones about consciousness and machine intelligence.
This course is intended o cover two major linguistic levels of analysis: phonology and Morphology. The first part of the course is concerned with phonology, where students are expected to basic principles of phonemic and phonological analysis. Topics such as phonological alterations, rules and derivations are covered. The second part deals with word structure and word-formation, with emphases on Arabic and English. Students are introduced to basic principles of morphemic analysis, and ways to recognize and write morphological rules and derivations.
This course covers advanced topics in generative phonology. The focus will be on phonological representations and their role in phonological analysis. Topics to be covered include complex phonological alternations, phonological rules and rule ordering, distinctive feature theory, auto-segmental phonology, syllable theory, feature geometry, and prosodic morphology. Students may be asked to write a short phonological sketch of a language of their choice.
This course builds on the material covered in Introduction to Syntax (LNG 241) and provides a more sophisticated treatment of modern approaches to the study of syntax in its narrow sense, as well as the interface between syntax and other linguistic components such as phonology, morphology, semantics and information structure. Additional advanced topics that are discussed include raising and control structures, and expanded verb phrases.
This course examines meaning from a variety of perspectives focusing on how it is encoded in words and sentences and how native speakers interpret language. It deals with the relation between language and thought; with the relations between morphemes in the word and words in a sentence (compositionality); and with the relations between words in the lexicon (synonymy, hyponymy, etc.). In addition, students are exposed to various aspects of pragmatics - the function of meaning in a communicative setting.
The course is an introduction to the contrastive study of languages with respect to their phonetic, phonological, morphological, syntactic, semantic, pragmatic, stylistic, and socio-linguistic systems. Special emphasis is given to a foreign accent and accent reduction strategies and techniques as well as transfer and interference from the mother tongue. The course also discusses the importance of error analysis in language teaching and translation. The student is encouraged to bring examples from everyday life to class.
Languages change over time. The English or the Arabic we speak today is very different from the English or Arabic spoken 1000 years ago. Some of the questions that will be addressed in this course include: Why do languages change? How do languages change? Which aspects of a language change? What do we know about older stages of languages? Are there regular patterns underlying change?
This course introduces students to the basic concepts used in the description of the syntactic structure of Arabic. The content of the course will cover such issues as constituent structure and how it can be formally represented, embedding and secondary sentences such as sentential complements and relative clauses, dependency relations, transformations, including movement operations, passivization and other grammatical function changing operations.
This course focuses on the connections between language, culture and society, the way language is used in social contexts and how it reflects the culture of the speech community. Topics covered include the effects of regional variation, social variation, ethnicity, culture, gender, occupation, age, style, register, and the status of the speaker's language on language use. In addition, topics such as national identity as symbolized by language, pidgins and creoles, diglossia, lingua franca, bilingualism, language planning will be discussed.
This course explores a range of topics in language variation and change. On a rotational basis, members of faculty suggest and teach topics related to their current work and/or research interests. Students are required to read literature that reports on research in which linguistic theories and models are being employed to accurately describe and explain patterns observed in various natural languages. Assessment includes assignments and tests, as well as a writing component based on the students’ individual research projects.
This course is an introduction to computational linguistics. It assumes some familiarity with linguistics concepts but no programming is required. It covers topics on automata and finite-state machines and transducers, context-free models of syntax, parsing, and semantic interpretation; corpus-based research including probabilistic methods; and some selection of application areas from among such topics as information retrieval or machine translation. Some of the concepts taught in class will be reinforced in practice by hands-on programming assignments using Prolog.
This course acquaints students with what is known about the representations, processes and architecture of language in the mind/brain. Topic areas include the history and methods of psycholinguistics, recognition and production processes, language in relation to other mental processes, and memory systems involved in language processing. It looks at how linguistic theory informs models of cognitive processing, and how processing phenomena inform linguistic theories. The first part of the course emphasizes how theories in linguistics inform processing models, and how processing phenomena inform linguistic theories in terms of the architecture of a speaker's internal grammar. The second part presents child language data from various languages and focuses on an examination of universals of language development and structure. Research methods in psycholinguistics are also addressed, that comprise at least one case-study including statistical analyses of the data. Psycholinguistic research in Arabic is rather scarce, and training students in this area will encourage them to pursue their graduate studies in it.
This practicum is held 4 days a week from 8:00 am to 1:50 pm. It is intended to provide students with basic hands-on clinical experience in speech/language disorders and an opportunity to consolidate their background in linguistics and language disorders and understand the relevance of theory to practice. Under the supervision of specialist speech-language pathologists, students are expected to develop skills in assessment and intervention in various clinical populations (children and adults). The practicum is also meant to allow the students to develop skills in teamwork and professional conduct.
This course examines the interaction between linguistics and the study (description, diagnosis and treatment) of aphasia. The study of aphasic phenomena (linguistic manifestations of language breakdown) allows linguists to refine their theoretical models of linguistic knowledge, and to choose between competing theories of such knowledge that would otherwise be regarded as mere notational variants. Techniques of testing aphasic patients and collecting and analyzing aphasic speech error types will also be covered.
This course is offered within the minor of ""Women Studies"". It provides students with insights into the role of language in defining people relative to each other. Students are encouraged to look critically at contexts they have been involved in on a regular basis and investigate how language reflects the changing roles of women and men in contemporary society. They further explore how language reveals and perpetuates attitudes and the kinds of roles language plays in empowerment and marginalization.
This course explores a range of current topics in Arabic Linguistics. On a rotational basis, members of faculty suggest and teach topics related to their current work and/or research interests. Students are required to read literature that reports on research in which linguistic theories and models are being employed to accurately describe and explain patterns observed in various Arabic dialects. Assessment includes assignments and tests, as well as a writing component based on the students’ individual research projects.
This course explores current topics in representation, meaning and mind. On a rotational basis, members of faculty suggest and teach topics related to their current work and/or research interests. Students are required to read literature that reports on research in which linguistic theories and models are being employed to accurately describe and explain patterns observed in various natural languages. Assessment includes assignments and tests, as well as a writing component based on the students’ individual research projects.
The course investigates the grammatical properties of a lesser-studied language through consultation with a native speaker, including descriptions of its sound system, phonology, morphology and syntax. Students are introduced to the basic tools for conducting linguistic fieldwork, including ethical issues, use of equipment and software, data elicitation techniques and database construction. They hold class, group, and individual sessions with a language consultant, working towards developing a description of a particular phenomenon within a chosen grammatical component of the target language..
This course examines the imaging and behavioural research methods used in the study of the neuroscience of language with emphasis on Arabic. It investigates language processing and representation by the brain, how to design a behavioural experiment and the techniques used, how to design imaging experiments, and when to use EEG/MEG or fMRI and TMS. The course introduces these techniques in the context of Arabic offering insights into neurocognitive issues that cannot be studied in Indo-European languages.
This is an undergraduate course offered as a requirement of the Faculty of Humanities and Social Sciences. This course is intended to provide students with the opportunity to integrate and synthesize the material covered during their studies in Linguistics. The students are expected to expand upon the covered material, provide constructive critique of different theoretical approaches in the field, apply their knowledge to solving problems, address specific issues raised in introductory courses, explore key arguments in the field, make connections with general education, apply specific comparisons with other fields and finally extend their critical thinking in general. This course results in the completion of a project related to the student’s academic or professional practice. An account of the proposed projects topic including limited reference to the principal sources informing it must be submitted to the course instructor. The project must reflect a synthesis of skills and knowledge from the student’s core course work in Linguistics. It must include a substantial written component but additional presentation formats will also be used (i.e., class presentations). Projects need to be relevant to the student’s academic or professional goals and must incorporate significant content from a number of courses in the student’s program.
This course cultivates student skills in writing and presenting orally original research in a chosen field of linguistics. The course is offered in the form of lectures and student presentation/round-table discussions. Lectures discuss linguistic abstracts, book and journal reviews, and the stages of completing an original research paper. Particular attention is paid to the methodology, analysis, and argumentation of selected publications. Discussions strengthen the presentation and debate skills of the students.
This course covers fundamental theories in the history of philosophy and examines what philosophers do, the role philosophy has played throughout the history of human thought and its ongoing importance in the contemporary world. It will introduce students to the core areas of logic, metaphysics, epistemology and value theory. It will examine specific topics such as the structure of valid arguments, the ultimate nature of reality, the relations between knowledge, truth and belief, and free will and determinism.
This course covers the fundamental issues of Environmental Ethics and the most essential problems of environmental concern today. The course will focus on the ethical relationship between human beings and the natural environment, definitions of nature and wilderness, distributive justice and sustainability in the use of resources, global versus local responsibilities, the rights of future generations, and the relationship between environmental ethics and environmental politics.
This course critically examines how ethical theory is applied in international situations and how ethics is the basis of, and is connected, to international law. Topics include, but are not limited to, critical analysis of global, transnational environmental duties, just war theory, women's rights, children's rights, human rights, animal rights, globalization, international justice, distributive justice, cultural relativism, and the ethics of tolerance and multiculturalism.
Students will learn to recognize logical arguments in ordinary language contexts, to analyze those arguments into their constituent parts, and to test arguments for logical validity and soundness. Students will learn to recognize various sorts of fallacies and learn to distinguish different types of inference. Students will also learn how to draw argument diagrams, identify inference indicators and to construct logically valid arguments.
This course examines the logical structure of reasoned argument, focusing primarily on propositional symbolic analysis of arguments. Topics include how to differentiate between valid and invalid argument, inductive and deductive inference, and sound and unsound argument. Special emphasis will be given to applications of propositional logic by translating arguments in ordinary language into symbolic language in order to evaluate their soundness, together with the identification of fallacies.
This course examines the main problems of Ancient Greek and Classical philosophy and its most important figures. It covers the emergence of humanistic philosophical thought and its development throughout antiquity by investigating such thinkers as the Pre-Socratics, Sophists, Socrates, Plato, Aristotle, and the different Hellenistic Philosophical Schools and such topics as the ultimate nature of reality, philosophical method, theory of knowledge, political philosophy, ethics and aesthetics.
This course covers Western Philosophy from the 17th to the 19th centuries including Rationalism (including Descartes, Leibniz and Spinoza), Empiricism (including Locke, Berkeley and Hume), and German Idealism (including Kant, Fichte, Hegel and Schelling). It focuses on the metaphysics, epistemology, philosophy of science, philosophy of religion and ethics in each of these philosophical movements as well as the critical relations between them.
This course examines various ethical choices, actions and issues which arise in the practice of medicine as a profession. Issues to be discussed include: theories of morality and elements of professionalism, the nature of the doctor-patient relationship, reproductive technologies, euthanasia, resource issues (access to health care, resource allocation), cultural perspectives on medicine, health and professionalism (Islamic and Western perspectives), and research and testing issues.
This course examines the concepts of citizenship, rights, responsibilities and obligations. Students will learn how the concepts of citizenship and rights arose and developed and how they are understood in contemporary terms. Students will also learn how citizenship and rights affect the everyday lives of people in terms of immigration, security, patriotic duties, and the relationship of citizens to government.
This course examines the nature and origin of the concept of human rights and the applications of the concept in all levels of contemporary society and political structures. Various concepts and their implications for implementation for human rights will be reviewed. A philosophical framework will be used to examine, interpret, and explain the relevance of human rights to today's issues in a global framework.
This course examines the basic themes in aesthetic studies. The course will provide students with specific methods to analyze and evaluate works of art and literature. The course deals with various definitions of beauty, fine arts, criteria of aesthetic experience, creativity, criticism, and the relation between art and society. It also looks at the history of the development of aesthetic discourse, especially in antiquity, modernity and postmodernity.
This course critically examines philosophies of education and the conceptual relations between knowledge, truth, experience, culture and human values. It examines what can be taught, how it can be learned, and the philosophical psychology of education. Students will develop critical skills regarding education, teaching, learning and self-education, and will examine the development of education in contemporary society to achieve a greater understanding of the philosophical problems that underlie differing philosophical views of education.
This course deals with the most important methodological, metaphysical and epistemological problems connected to the rise of the natural sciences and their development. It also examines these issues with respect to the social sciences to see whether the natural sciences are their most appropriate methodological model. Topics include: the problems of contemporary scientific method, scientific realism, scientific antirealism, the development of scientific knowledge, confirmation, explanation, paradigms, scientific revolutions, laws and theories.
This course deals with the main problems of moral philosophy and its connection with practical life. It covers philosophical approaches to the nature of right and wrong, moral obligation, the source of moral rights and duties, teleological ethics, and moral values. It familiarizes students with metaethical perspectives on normative ethical theories and introduces students to the application of normative ethics to real life situations.
This course examines some of the major figures in medieval philosophy, from both the occidental and the oriental traditions of intellectual thought: Ibn Sina, Ibn Rushd, Al Farabi, Augustine, Boethius, Abelard, Albert the Great, Thomas Aquinas, and William of Ockham. In the process, it introduces students to the principle themes, concepts and theories of philosophy in the period, including metaphysical questions about universals, philosophy of language, philosophy of religion and logic.
This course examines some of the main theories and concepts in the history of political and social philosophy in the western tradition. Figures examined include Plato, Aristotle, Hobbes, Locke, Rousseau, Hegel, Marx, Mill, Rawls and Foucault. Concepts discussed include: goals, purposes, guiding principles and moral principles underlying social and political philosophy, the state of nature, the social contract, the nature of justice, pluralism, the separation of powers.
This course examines Islamic political thought in the modern period by examining the works of a range of contemporary Muslim political thinkers: liberals, fundamentalists, moderates, revolutionaries, advocates of theocracy, and internationalists. Themes include: the development of classical Islamic political thought, concepts of society, authority, law, justice, international relations, the relation between religious and political institutions, and Islamic politics in a global context.
This course explores basic concepts of technology and examines its specific approaches: from Aristotle in antiquity, Bacon and Descartes in early modern times, to 19th and 20th century approaches, including materialistic, idealistic, and phenomenological traditions, Critical Theory, Systems Theory and the recent visions of Techno-Science. It examines questions about the consitutive role of technology in the production of knowledge, the impact of technology on human identity and ethical questions about recent applications of technology in bioscience and nanotechnology.
This course examines issues in Business Ethics specifically designed for Management and related fields. Major topics covered include: Corporate Social Responsibility, Resource Management and Structural Efficiency, Organizational Diversity, Boards and Value Creation and Business Intelligence Practices. It places these topics in the context of contemporary global economics, international law, and theories of power, while also providing historical and humanistic perspectives on value theory.
This course examines various theories of knowledge, both from an historical perspective and an analytical perspective. Topics covered include: the meaning of knowledge, theories of justification, types of knowledge, skepticism, and sources of knowledge. The course also investigates the institutional production of knowledge and the link between knowledge and power, and the processes for the authorization, production, reproduction and preservation of what counts as knowledge in the sciences and social sciences.
This course explores various views on the problems of mind, such as the issues of consciousness, personal identity, mind/brain interaction, physicalism, functionalism, the relationship between computation and mind, and various architectures of the mind such as the modular, the multiple drafts and the theatre of the mind models. Of principle importance will be the relationship between abstract objects (such as mathematical and physical theories, logic and arguments) and the mind.
This course examines the philosophical dimensions of some topic of interest, or the work of a particular philosopher or philosophical movement. It will be tailored to the students' philosophical interests and the instructor's expertise to provide an opportunity to explore in depth some topic or topics that are not otherwise available. It enables students to refine and develop their research skills at the same time as acquiring specific knowledge about the chosen topics.
This course explores issues in metaphysics and philosophy of mind. Topics include causation, determinism, free will, the nature of consciousness, the nature of being and existence, space and time, identity, universals, the relation between mind and body and the relation of language to thought and the world. The course examines these topics both analytically and through the history of philosophy.
This course surveys traditional and contemporary problems related to language. Topics include: the nature of language, the relationship between semantic theory and philosophy of language, how language refers to the world, how thoughts receive mental content, the difference between what is said and what is communicated, truth, demonstratives, indexicals, and self-reference. The course examines these topics both analytically and by reference to the history of philosophy.
This course examines the concepts of nature in Western, Asian and Middle Eastern Philosophy, and tackles some special problems that arise in attempting to define both human nature and the natural world in scientific terms. Its focus is on how the concept of nature is used in environmental ethics, philosophy of science and in defining human beings, and especially on the hidden normative dimensions of the term.
This course analyzes the sources, problems and trends of Islamic Philosophy. It deals with the factors that led to the historical rise of Islamic Philosophy, and also with the doctrines, concepts and arguments of Muslim philosophers. It analyzes the main problems of Islamic Philosophy, the connection between religion and philosophy, and Islamic perceptions of the relations between human beings and the universe.
This course builds on the skills and knowledge base which students have acquired during the major and investigates how the core areas of philosophy all contribute to the overall development of the chosen subject. The capstone is designed to develop and refine independent philosophical research skills, analysis and reasoned argument, and culminates in the production of a senior research paper.
This course gives practical experience in philosophical research by students assisting in current research projects of faculty at UAEU or elsewhere, or by means of an individual research project that examines practical philosophical problems tailored to the needs and interests of the student. Where possible the latter research project will be undertaken in a workplace chosen by the student, which affords opportunities for applied philosophy or for gathering data or experience relevant to the research project.
The course covers current philosophical thinking in the area of Ethics. Many of the topics considered in PHI 310 will be considered in this course, but at a much more sophisticated level as appropriate to a senior year course. In particular the course will develop an understanding of the relationship between metaethics and normative ethics, as well as the relationship between normative ethics and applied ethics.
This course will provide students with analyses of the main trends and systems of contemporary western philosophical thought. Topics covered may include Analytic Philosophy, Pragmatism, and Continental Philosophy (including Existentialism, Structuralism, Phenomenology, Hermeneutics and Deconstruction). Themes include: philosophical method, epistemology, philosophy of language, philosophical psychology and ethics. Philosophers may include: Russell, Peirce, Sartre, Heidegger, Merleau-Ponty, Gadamer, Habermas, Foucault and Derrida.
This course covers current theories and debates in cognitive science, the interdisciplinary study of mind, drawing on philosophy, psychology, linguistics, computer science, logic and neuroscience on the premise that the concept of information and computation are the key explanatory tools. Topics cover such issues as perception, reasoning, emotion, language, imagination, embodied cognition and extended cognition. The course draws on research in all the component disciplines to raise philosophical issues and to apply philosophical critique.
The course examines Arab philosophical, social, and political thought from the 19th century till the present time. It traces the motives, sources and developments that influenced Arab thought during that period. It uses analytic and historical perspectives to examine the prevailing theories, concepts and applications of modern Arab thought in both regional and global contexts and examines the work of a selection of key Arab thinkers in detail.
This course examines and discusses a selection of the basic texts for perceiving a "fragile" and exhaustible nature and environment. It critically examines key concepts of sustainability like the proclaimed "limits to growth" in the early 1970s, "ecological footprints," "management rules," the question of how far technology can be a substitute for nature, as well as ethical issues of sustainability, responsibility to nature and rights of future generations.
Students will examine various ethical theories and how they are applied to specific issues within business and professional life. Students will learn to develop their own professional ethics and to reason ethically about professional life. Students will learn key terminology, theories and problematic cases for professional ethics. Students will also learn how to research about professional ethics and how to propose and present rational, ethical justifications for their professional decisions.
This course explores the relationship between literature and translation and examined some of the practical aspects of translation and the theoretical questions to which it gives rise. Quine's 'Theory of Indeterminacy of Translation' is discussed and the notion of 'lost in meaning' is analyzed. Translations of literary works and sample the diverse field of translation theory are also explored.
This course acquaints students with the terminology and tools for analyzing English grammar. The course aims to improve students' accuracy in their written English and to help them to be better teachers of grammar. Teaching involves lectures plus in-class exercises and workshops where students are presented with (textbook) exercises to complete in pairs and small groups with instructor assistance. Written assignments will also be used to help learners improve their grammar in authentic writing environments.
Applied linguistics is the theoretical and empirical investigation of real world problems in which language is a central issue, and it draws upon research in education, linguistics, psychology, sociology, and anthropology. The course demonstrates how, for example, applied linguists employ research findings from linguistics, education and psychology to develop second language teaching methodologies and to implement successful literacy programs; how they employ sociolinguistic and pragmatic knowledge in the elucidation of misunderstandings in cross-cultural communication; how they draw on findings from discourse analysis and pragmatics to clarify written and spoken communication in professional settings such as hospitals and law courts; how they use their knowledge of phonetics and phonology to solve problems in speech therapy; and how they draw on the many contributing fields to address major societal issues such as language planning. Through these and other examples, the course explains how applied linguists employ the theories and tools of formal linguistics, education, psychology, and sociolinguistics in a wide variety of socially useful ways.
This is a comprehensive course on English phonetics. Starting from the detailed description of the articulatory system of human beings, students will study the accurate description of different types of speech sounds. We will focus on the speech sounds as spoken by the native speakers of English (which primarily include British and American English, though other dialects of English may be taken into account when necessary). Students will also be taught to transcribe English words accurately using the International Phonetic Alphabet (IPA), and to translate their transcription into English words. By the end of this course, students should know both English-to-IPA and IPA-to-English translation.
This course is especially designed to meet the needs of future middle/high-school English teachers and places an emphasis on effective techniques for instruction of the English language. It will acquaint students with the main facts of the pedagogical structure of English pronunciation, vocabulary, and grammar. It will also cover how to teach and test grammar and how not to teach grammar, including usage problems associated with contemporary grammar issues. Students will be introduced to fundamental issues underlying errors of grammatical usage. As each topic is considered, insights from linguistics that have important implications for teaching (such as preferred teaching methods and theories) will be introduced.
In addition to providing students with a basic theoretical knowledge of the processes involved in reading, the course addresses two problems which affect second language learners of English throughout Asia. The first is that second language literacy has not developed sufficiently in many countries because vocabulary is not taught systematically in schools. The second obstacle to the development of second language literacy is that very few students have the habit of reading for pleasure. The course describes these problems and their consequences, and it proposes solutions which young teachers could begin to implement in schools.
This course is a thematic application, and it focuses on the unique attributes of adult language education contexts. The course will train students to develop practical materials and methods to enhance their ability to conduct useful and relevant lessons with adult learners. By the end of the course students will have gained knowledge of the main issues surrounding adult language education and the ability to plan and conduct an effective language class with adult language learners.
This course introduces students to the basic issues and concepts involved in the study of second language acquisition (SLA), the study of the way in which people learn a language other than their first language (L1) and the multiple internal and external factors that affect it. It is designed to make the essentials of this rapidly expanding area accessible to students. The course is demanding, partly because it sometimes challenges students' experience and established practice, and partly because it introduces a large number of new terms, concepts, and issues. However, the course provides a valuable background for much of what students study in the Applied Linguistics/TESOL Programme.
This course aims to expose students to the task of teaching English for specific purposes (ESP), i.e., English to students in various professional fields and areas of knowledge, and to its methods and techniques of teaching. Students are introduced to (1) ESP as a new branch of ELT, (2) course design and what it involves (determining learners' needs, knowledge of models of language learning, knowledge of ways of describing language structure, and knowledge of the different approaches to course design), (3) ways of using/applying the basic principles of course design (writing a syllabus, designing materials and teaching methods, evaluating teaching materials, and assessing students' learning). Finally, students will be encoraged to reflect on the role of the ESP teacher and the possible resources available to him/her.
This is an introductory course in language testing which aims at introducing students to the basics of language assessment. The first section of the course focuses on basic terminology in language testing, such as reliability, validity, washback, and stages of test development. The second section addresses the issues of testing different language skills and features including assessment of reading, writing, listening, speaking, grammar, and vocabulary. The final part of the course deals with issues related to assessing young children, alternative methods of assessment, using technology in language testing, and ethics in assessment. During the course, students will be given the opportunity to write and moderate test items
This course aims to expose students to the task of teaching English for specific purposes (ESP), i.e., English to students in various professional fields and areas of knowledge, and to its methods and techniques of teaching. Students are introduced to (1) ESP as a new branch of ELT, (2) to course design and what it involves (determining learners? needs, knowledge of models of language learning, knowledge of ways of describing language structure, and knowledge of the different approaches to course design), (3) to ways of using/applying the basic principles of course design (writing a syllabus, designing materials and teaching methods, evaluating teaching materials, and assessing students? learning), and finally (4), students will be brought to reflect on the role of the ESP teacher and the possible resources available to him/her.
This course will facilitate students' integration into the professional field of TESOL. Students will learn how they can continue to develop their teaching skills once they have graduated and entered the field. Students will be required to join TESOL Arabia, the professional association for English language teachers in the Arabian Gulf. They must also attend CTELT, TESOL Arabia, ARC or other conferences. They must also participate in various TESOL Arabia events as well as professional development opportunities for teachers that are offered by other organizations at various times outside the classroom.
This course helps students develop a repertoire of teaching competencies that could be used in a language classroom. More specifically, the class activities place emphasis on the development of skills, strategies, and techniques in an EFL context. The course follows a how-to-do-it approach since students will find tips and examples on how to carry out different skills. Examples include how to present new vocabulary, how to teach grammar, how to plan a language lesson, how to manage classes etc. The course is mainly divided into two main sections. The first section provides a theoretical background and addresses specific skills and strategies in a language classroom. As for the second part, it touches on global aspects of the teaching process including planning and management, materials and aids, and professional development. Students are encouraged to participate in class discussions, which is an important component of this course.
This course examines approaches and methods in second-language teaching, including current and historical methodologies. There is a focus on conceptual frameworks for skills-based teaching and learner-centered approaches. Students become familiar with the pedagogical techniques employed in different language teaching methodologies. They will also evaluate the principles and the techniques of methods they have studied. (The internship is conducted over a complete semester. No courses are allowed to be registered during the internship).
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