{"id":1043,"date":"2020-04-26T05:54:00","date_gmt":"2020-04-26T03:54:00","guid":{"rendered":"http:\/\/itar.uob.edu.ly\/?page_id=1043"},"modified":"2020-05-31T05:30:11","modified_gmt":"2020-05-31T03:30:11","slug":"postgraduate","status":"publish","type":"page","link":"https:\/\/sci.uob.edu.ly\/ar\/programs\/postgraduate\/","title":{"rendered":"\u0628\u0631\u0627\u0645\u062c \u0627\u0644\u062f\u0631\u0627\u0633\u0627\u062a \u0627\u0644\u0639\u0644\u064a\u0627"},"content":{"rendered":"

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\u0627\u0644\u0645\u0642\u062f\u0645\u0629<\/h2>\n

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\u0648\u0628\u0646\u0627\u0621\u064b \u0639\u0644\u064a \u0631\u063a\u0628\u0629\u00a0 \u0627\u0644\u0642\u0633\u0645 \u0641\u064a \u0625\u062a\u0627\u062d\u0629 \u0641\u0631\u0635 \u0644\u0644\u0645\u062a\u0642\u062f\u0645\u064a\u0646 \u0648\u0645\u0646\u0647\u0645 \u062e\u0631\u064a\u062c\u064a \u0642\u0633\u0645 \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0627\u0644\u0645\u062a\u062d\u0635\u0644\u064a\u0646 \u0639\u0644\u064a \u062a\u0642\u062f\u064a\u0631\u0627\u062a \u0639\u0627\u0644\u064a\u0629.<\/p>\n

\u0648\u0628\u0646\u0627\u0621\u0627\u064b \u0639\u0644\u064a \u0627\u0644\u0645\u0627\u062f\u0629 (124) \u0645\u0646 \u0627\u0644\u0644\u0627\u0626\u062d\u0629 (501) \u0627\u0644\u062a\u064a \u062a\u0646\u0635 \u00a0\u0639\u0644\u064a “\u062a\u0645\u0646\u062d \u062f\u0631\u062c\u0629 \u0627\u0644\u0625\u062c\u0627\u0632\u0629 \u0627\u0644\u0639\u0627\u0644\u064a\u0629 (\u0627\u0644\u0645\u0627\u062c\u0633\u062a\u064a\u0631) \u0628\u0639\u062f \u0627\u062c\u062a\u064a\u0627\u0632 \u0627\u0644\u0637\u0627\u0644\u0628 \u0627\u0644\u0645\u0642\u0631\u0631\u0627\u062a \u0627\u0644\u062f\u0631\u0627\u0633\u064a\u0629 \u060c \u0628\u062d\u064a\u062b \u0644\u0627 \u064a\u0642\u0644 \u0639\u062f\u062f \u0648\u062d\u062f\u0627\u062a\u0647\u0627 \u0639\u0646 (24) \u0648\u062d\u062f\u0629 \u062f\u0631\u0627\u0633\u064a\u0629 \u0628\u0627\u0644\u0625\u0636\u0627\u0641\u0629 \u0625\u0644\u064a \u0627\u0646\u062c\u0627\u0632 \u0631\u0633\u0627\u0644\u0629 … \u0623\u0648 \u062f\u0631\u0627\u0633\u0629 \u0639\u062f\u062f (40) \u0648\u062d\u062f\u0629 \u062f\u0631\u0627\u0633\u0629 \u0628\u0646\u062c\u0627\u062d.”<\/p>\n

\u0644\u0630\u0644\u0643 \u0631\u0623\u062a \u0644\u062c\u0646\u0629 \u0627\u0644\u062f\u0631\u0627\u0633\u0627\u062a \u0627\u0644\u0639\u0644\u064a\u0627 \u0628\u0627\u0644\u0642\u0633\u0645 \u0644\u0644\u062a\u063a\u0644\u0628 \u0639\u0644\u0649 \u0647\u0630\u0647 \u0627\u0644\u0645\u0634\u0627\u0643\u0644 \u0648 \u0625\u062a\u0627\u062d\u0629 \u0641\u0631\u0635 \u0644\u0644\u062c\u0645\u064a\u0639 \u0627\u0642\u062a\u0631\u0627\u062d \u0628\u0631\u0646\u0627\u0645\u062c \u0628\u062f\u064a\u0644 \u064a\u062d\u062a\u0648\u064a \u0639\u0644\u0649 \u062a\u062e\u0635\u0635\u064a\u0646:<\/p>\n

1.MA in Linguistics and Translation<\/p>\n

2.MA in Applied Linguistics<\/p>\n

\u0627\u0644\u0631\u0624\u064a\u0629<\/strong><\/h2>\n

\u0628\u0631\u0646\u0627\u0645\u062c \u0631\u0627\u0626\u062f \u0637\u0645\u0648\u062d \u064a\u0633\u0639\u064a \u0625\u0644\u064a \u0627\u0644\u062a\u0645\u064a\u0632 \u0648\u0627\u0644\u062a\u0648\u0627\u062c\u062f \u0627\u0644\u0639\u0627\u0644\u0645\u064a \u0641\u064a \u0645\u062c\u0627\u0644 \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629.<\/p>\n

\u0627\u0644\u0631\u0633\u0627\u0644\u0629 <\/strong><\/h2>\n

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 <\/p>\n

\u0627\u0644\u0623\u0647\u062f\u0627\u0641<\/strong><\/h2>\n

1- \u0627\u0644\u0627\u0631\u062a\u0642\u0627\u0621 \u0628\u0645\u062e\u0631\u062c\u0627\u062a \u0627\u0644\u062a\u0639\u0644\u064a\u0645 \u0641\u064a \u0645\u062c\u0627\u0644 \u0627\u0644\u062f\u0631\u0627\u0633\u0627\u062a \u0627\u0644\u062c\u0627\u0645\u0639\u064a\u0629 \u0627\u0644\u0639\u0644\u064a\u0627 \u0641\u064a \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0644\u062a\u0643\u0648\u0646 \u0645\u062a\u0645\u064a\u0632\u0629 , \u0642\u0627\u062f\u0631\u0629 \u0639\u0644\u064a \u0627\u0644\u0645\u0646\u0627\u0641\u0633\u0629 \u0627\u0644\u0645\u062d\u0644\u064a\u0629 \u0648\u0627\u0644\u0625\u0642\u0644\u064a\u0645\u064a\u0629 \u0648\u0627\u0644\u0639\u0627\u0644\u0645\u064a\u0629.<\/p>\n

2- \u0625\u0639\u062f\u0627\u062f \u0643\u0648\u0627\u062f\u0631 \u0643\u0641\u0624\u0629 \u0645\u0646 \u0627\u0644\u0645\u062a\u062e\u0635\u0635\u064a\u0646 \u0641\u064a \u062a\u062f\u0631\u064a\u0633 \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0641\u064a \u0627\u0644\u062c\u0627\u0645\u0639\u0627\u062a \u0648\u0627\u0644\u0645\u0639\u0627\u0647\u062f \u0648\u0645\u0631\u0627\u0643\u0632 \u0627\u0644\u062a\u0639\u0644\u064a\u0645 \u0627\u0644\u0639\u0627\u0644\u064a.<\/p>\n

3.\u0625\u0639\u062f\u0627\u062f \u0643\u0648\u0627\u062f\u0631 \u0645\u062a\u062e\u0635\u0635\u0629 \u0641\u064a \u0639\u0644\u0645 \u0627\u0644\u062a\u0631\u062c\u0645\u0629 \u0648\u0644\u062f\u064a\u0647\u0627 \u0627\u0644\u0642\u062f\u0631\u0629 \u0639\u0644\u064a \u0627\u0644\u0639\u0645\u0644 \u0641\u064a \u0645\u062c\u0627\u0644 \u0627\u0644\u062a\u0631\u062c\u0645\u0629 \u0623\u0648 \u0627\u0644\u062a\u0631\u062c\u0645\u0629 \u0627\u0644\u0641\u0648\u0631\u064a\u0629 \u0645\u0646 \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0639\u0631\u0628\u064a\u0629 \u0625\u0644\u064a \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0648\u0627\u0644\u0639\u0643\u0633 \u0644\u0644\u0639\u0645\u0644 \u0641\u064a \u0627\u0644\u0645\u0646\u0638\u0645\u0627\u062a \u0627\u0644\u062f\u0648\u0644\u064a\u0629 \u0648 \u0627\u0644\u0625\u0642\u0644\u064a\u0645\u064a\u0629.<\/p>\n

4- \u0625\u0631\u0633\u0627\u0621 \u062f\u0639\u0627\u0626\u0645 \u0627\u0644\u0628\u062d\u062b \u0627\u0644\u0639\u0644\u0645\u064a \u0641\u064a \u0645\u062c\u0627\u0644 \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0648\u062a\u0647\u064a\u0626\u0629 \u0627\u0644\u0628\u064a\u0626\u0629 \u0627\u0644\u0645\u0646\u0627\u0633\u0628\u0629 \u0644\u0644\u0637\u0627\u0644\u0628 \u0644\u0627\u0643\u062a\u0633\u0627\u0628 \u0645\u0647\u0627\u0631\u0627\u062a \u0627\u0644\u0628\u062d\u062b \u0627\u0644\u0639\u0644\u0645\u064a \u0648\u0627\u0644\u062a\u0641\u0643\u064a\u0631 \u0627\u0644\u0627\u0628\u062a\u0643\u0627\u0631\u064a \u0648\u0641\u0642 \u0627\u0644\u0623\u0633\u0627\u0644\u064a\u0628 \u0627\u0644\u0639\u0644\u0645\u064a\u0629 \u0627\u0644\u062d\u062f\u064a\u062b\u0629.<\/p>\n

5- \u0627\u0644\u0645\u0633\u0627\u0647\u0645\u0629 \u0641\u064a \u0625\u062b\u0631\u0627\u0621 \u0627\u0644\u0645\u0643\u062a\u0628\u0629 \u0627\u0644\u062c\u0627\u0645\u0639\u064a\u0629 \u0627\u0644\u0645\u062d\u0644\u064a\u0629 \u0648\u0627\u0644\u0625\u0642\u0644\u064a\u0645\u064a\u0629 \u0648\u0627\u0644\u0639\u0627\u0644\u0645\u064a\u0629 \u0628\u0631\u0633\u0627\u0626\u0644 \u0648 \u0623\u0637\u0631\u0648\u062d\u0627\u062a \u062a\u0628\u062d\u062b \u0641\u064a \u0645\u062e\u062a\u0644\u0641 \u0642\u0636\u0627\u064a\u0627 \u0648\u0646\u0638\u0631\u064a\u0627\u062a \u062a\u062f\u0631\u064a\u0633 \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0641\u064a \u0627\u0644\u062a\u0639\u0644\u064a\u0645 \u0627\u0644\u0639\u0627\u0644\u064a \u0648\u0643\u0630\u0644\u0643 \u0642\u0636\u0627\u064a\u0627 \u062a\u062f\u0631\u064a\u0633 \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0641\u064a \u0627\u0644\u0628\u064a\u0626\u0629 \u0627\u0644\u0645\u062d\u0644\u064a\u0629 \u0648\u0631\u0628\u0637\u0647\u0627 \u0628\u0627\u0644\u0646\u0638\u0631\u064a\u0627\u062a \u0627\u0644\u0639\u0644\u0645\u064a\u0629 \u0627\u0644\u062d\u062f\u064a\u062b\u0629 \u0648\u0627\u0644\u0625\u0633\u0647\u0627\u0645 \u0641\u064a \u062a\u0631\u062c\u0645\u0629 \u0627\u0644\u0643\u062a\u0628 \u0641\u064a \u0627\u0644\u0645\u062c\u0627\u0644\u0627\u062a \u0627\u0644\u0645\u062e\u062a\u0644\u0641\u0629 \u0648\u062e\u0627\u0635\u0629 \u0627\u0644\u0623\u0643\u0627\u062f\u064a\u0645\u064a\u0629 \u0645\u0646\u0647\u0627.<\/p>\n

6- \u0645\u0648\u0627\u0643\u0628\u0629 \u0627\u0644\u062a\u0637\u0648\u0631\u0627\u062a \u0627\u0644\u0639\u0644\u0645\u064a\u0629 \u0627\u0644\u0639\u0627\u0644\u0645\u064a\u0629 \u0645\u0646 \u0623\u0633\u0627\u0644\u064a\u0628 \u0648\u0637\u0631\u0642 \u062a\u062f\u0631\u064a\u0633 \u062d\u062f\u064a\u062b\u0629 \u0648\u0627\u0644\u062a\u0637\u0648\u064a\u0631 \u0627\u0644\u0645\u0633\u062a\u0645\u0631 \u0644\u0628\u0631\u0646\u0627\u0645\u062c \u0627\u0644\u062f\u0631\u0627\u0633\u0627\u062a \u0627\u0644\u0639\u0644\u064a\u0627 \u0628\u0642\u0633\u0645 \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0645\u0646 \u0623\u062c\u0644 \u0623\u0646 \u064a\u0643\u0648\u0646 \u0644\u0647 \u062a\u0648\u0627\u062c\u062f \u062a\u0646\u0627\u0641\u0633\u064a \u0645\u062d\u0644\u064a\u0627 \u0648\u0625\u0642\u0644\u064a\u0645\u064a\u0627 \u0648\u062f\u0648\u0644\u064a\u0627.<\/p>\n

7- \u0627\u0644\u0627\u0637\u0644\u0627\u0639 \u0648\u0627\u0633\u062a\u062e\u062f\u0627\u0645 \u0627\u0644\u0637\u0631\u0642 \u0627\u0644\u062d\u062f\u064a\u062b\u0629 \u0641\u064a \u062a\u0631\u062c\u0645\u0629 \u0645\u062e\u062a\u0644\u0641 \u0623\u0646\u0648\u0627\u0639 \u0627\u0644\u0646\u0635\u0648\u0635.<\/p>\n

8- \u062a\u0634\u062c\u064a\u0639 \u0627\u0633\u062a\u0645\u0631\u0627\u0631\u064a\u0629 \u0627\u0644\u062a\u0637\u0648\u064a\u0631 \u0627\u0644\u0645\u0647\u0646\u064a \u0627\u0644\u0630\u0627\u062a\u064a \u0644\u0623\u0639\u0636\u0627\u0621 \u0647\u064a\u0623\u0629 \u0627\u0644\u062a\u062f\u0631\u064a\u0633.<\/p>\n

9- \u062a\u0631\u0633\u064a\u062e \u0627\u0644\u062a\u0639\u0627\u0648\u0646 \u0645\u0639 \u0627\u0644\u062c\u0627\u0645\u0639\u0627\u062a \u0648\u0627\u0644\u0647\u064a\u0626\u0627\u062a \u0648\u0627\u0644\u0645\u0624\u0633\u0633\u0627\u062a \u0627\u0644\u0639\u0644\u0645\u064a\u0629 \u0627\u0644\u0645\u062d\u0644\u064a\u0629 \u0648\u0627\u0644\u0625\u0642\u0644\u064a\u0645\u064a\u0629 \u0648\u0627\u0644\u0639\u0627\u0644\u0645\u064a\u0629 \u0641\u064a \u0645\u062c\u0627\u0644 \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0648 \u062a\u0641\u0639\u064a\u0644 \u0627\u0644\u0634\u0631\u0627\u0643\u0629 \u0645\u0639 \u0627\u0644\u0645\u062a\u0645\u064a\u0632 \u0645\u0646\u0647\u0627 \u0641\u064a \u0628\u0631\u0627\u0645\u062c \u0627\u0644\u062f\u0631\u0627\u0633\u0627\u062a \u0627\u0644\u0639\u0644\u064a\u0627 \u0648\u0627\u0644\u0628\u062d\u062b \u0627\u0644\u0639\u0644\u0645\u064a.<\/p>\n

[\/et_pb_text][et_pb_accordion _builder_version=”4.4.7″ hover_enabled=”0″][et_pb_accordion_item title=”\u0645\u0627\u062c\u0633\u062a\u064a\u0631 \u0641\u064a \u0627\u0644\u0644\u063a\u0648\u064a\u0627\u062a \u0627\u0644\u062a\u0637\u0628\u064a\u0642\u064a\u0629” _builder_version=”4.4.7″ open=”on” hover_enabled=”0″]<\/p>\n

M.A in Applied Linguistics<\/p>\n

\u0627\u0644\u0645\u0633\u0627\u0631 \u0627\u0644\u0623\u0648\u0644 (\u0645\u0648\u0627\u062f + \u0631\u0633\u0627\u0644\u0629)<\/p>\n

\u062a\u062a\u0643\u0648\u0646 \u0627\u0644\u0645\u0631\u062d\u0644\u0629 \u0627\u0644\u062a\u0645\u0647\u064a\u062f\u064a\u0629 \u0645\u0646 \u0627\u0644\u0628\u0631\u0646\u0627\u0645\u062c \u0645\u0646 6 \u0645\u0648\u0627\u062f \u062f\u0631\u0627\u0633\u064a\u0629 \u0625\u0644\u0632\u0627\u0645\u064a\u0629 \u0648 \u0645\u0627\u062f\u062a\u0627\u0646 \u064a\u062e\u062a\u0627\u0631\u0647\u0645\u0627 \u0627\u0644\u0637\u0627\u0644\u0628 \u0645\u0646 \u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u0627\u062e\u062a\u064a\u0627\u0631\u064a\u0629 \u0628\u0634\u0631\u0637 \u0623\u0646 \u0644\u0627 \u062a\u0642\u0644 \u0639\u062f\u062f \u0627\u0644\u0633\u0627\u0639\u0627\u062a \u0627\u0644\u062f\u0631\u0627\u0633\u064a\u0629 \u0641\u064a \u0627\u0644\u0641\u0635\u0644 \u0627\u0644\u062f\u0631\u0627\u0633\u064a \u0639\u0646 6 \u0633\u0627\u0639\u0627\u062a \u062f\u0631\u0627\u0633\u064a\u0629 \u0648\u0644\u0627 \u062a\u0632\u064a\u062f \u0639\u0646 12 \u0633\u0627\u0639\u0629 \u062f\u0631\u0627\u0633\u064a\u0629 \u062e\u0644\u0627\u0644 \u0627\u0644\u0641\u0635\u0644 , \u0639\u0644\u064a \u0623\u0646 \u064a\u062c\u062a\u0627\u0632 \u0627\u0644\u0637\u0627\u0644\u0628 \u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u062f\u0631\u0627\u0633\u064a\u0629 \u0627\u0644\u0645\u0642\u0631\u0631\u0629 \u0628\u062a\u0642\u062f\u064a\u0631 \u062c\u064a\u062f \u0639\u0644\u064a \u0627\u0644\u0623\u0642\u0644 \u060c \u0648\u0628\u0639\u062f \u0625\u0643\u0645\u0627\u0644 \u0627\u0644\u0637\u0627\u0644\u0628 \u0644\u0639\u062f\u062f 24 \u0633\u0627\u0639\u0629 \u064a\u062a\u0642\u062f\u0645 \u0628\u0645\u0642\u062a\u0631\u062d \u0627\u0644\u0628\u062d\u062b \u0644\u0644\u0627\u0639\u062a\u0645\u0627\u062f \u0645\u0646 \u0642\u0628\u0644 \u0627\u0644\u0642\u0633\u0645 \u0648\u062a\u0643\u0644\u064a\u0641 \u0623\u062d\u062f \u0623\u0639\u0636\u0627\u0621 \u0647\u064a\u0623\u0629 \u0627\u0644\u062a\u062f\u0631\u064a\u0633 \u0628\u0627\u0644\u0625\u0634\u0631\u0627\u0641 \u0639\u0644\u064a \u0627\u0644\u0631\u0633\u0627\u0644\u0629.<\/p>\n

\u0648\u0628\u0639\u062f\u0647\u0627 \u064a\u0646\u0627\u0642\u0634 \u0627\u0644\u0637\u0627\u0644\u0628 \u0627\u0644\u0631\u0633\u0627\u0644\u0629 \u0627\u0644\u0639\u0644\u0645\u064a\u0629 \u0623\u0645\u0627\u0645 \u0644\u062c\u0646\u0629 \u064a\u0642\u062a\u0631\u062d\u0647\u0627 \u0627\u0644\u0642\u0633\u0645 \u0648 \u064a\u062a\u0645 \u0627\u0639\u062a\u0645\u0627\u062f\u0647\u0627 \u0645\u0646 \u0627\u0644\u0643\u0644\u064a\u0629 \u0648\u0627\u0644\u062c\u0627\u0645\u0639\u0629 \u0644\u0647\u0630\u0627 \u0627\u0644\u063a\u0631\u0636.<\/p>\n

Compulsory Courses \u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u0625\u062c\u0628\u0627\u0631\u064a\u0629<\/p>\n\n\n\n\n\n\n\n\n\n
\u0631.\u0645<\/td>\n\u0627\u0633\u0645 \u0627\u0644\u0645\u0627\u062f\u0629<\/td>\n\u0631\u0642\u0645 \u0627\u0644\u0645\u0627\u062f\u0629<\/td>\n\u0639\u062f\u062f \u0627\u0644\u0633\u0627\u0639\u0627\u062a<\/td>\n<\/tr>\n
1<\/td>\nGeneral Linguistics<\/td>\nEA5121<\/td>\n3<\/td>\n<\/tr>\n
2<\/td>\nLanguage learning & Teaching<\/td>\nEA5122<\/td>\n3<\/td>\n<\/tr>\n
3<\/td>\nEnglish Grammar<\/td>\nEA5123<\/td>\n3<\/td>\n<\/tr>\n
4<\/td>\nLanguage Testing<\/td>\nEA5124<\/td>\n3<\/td>\n<\/tr>\n
5<\/td>\nLiterature in ELT<\/td>\nEA5125<\/td>\n3<\/td>\n<\/tr>\n
6<\/td>\nResearch Methodology<\/td>\nEA5126<\/td>\n3<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Elective Courses \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u0627\u062e\u062a\u064a\u0627\u0631\u064a\u0629<\/p>\n\n\n\n\n\n\n\n\n\n\n\n
\u0631.\u0645<\/td>\n\u0627\u0633\u0645 \u0627\u0644\u0645\u0627\u062f\u0629<\/td>\n\u0631\u0642\u0645 \u0627\u0644\u0645\u0627\u062f\u0629<\/td>\n\u0639\u062f\u062f \u0627\u0644\u0633\u0627\u0639\u0627\u062a<\/td>\n<\/tr>\n
1<\/td>\nTechnology in ELT<\/td>\nEA5127<\/td>\n3<\/td>\n<\/tr>\n
2<\/td>\nPsycholinguistics<\/td>\nEA5128<\/td>\n3<\/td>\n<\/tr>\n
3<\/td>\nSocio. Linguistics<\/td>\nEA5129<\/td>\n3<\/td>\n<\/tr>\n
4<\/td>\nDiscourse analysis<\/td>\nEA51210<\/td>\n3<\/td>\n<\/tr>\n
5<\/td>\nError analysis<\/td>\nEA51211<\/td>\n3<\/td>\n<\/tr>\n
6<\/td>\nSyllabus Design<\/td>\nEA51212<\/td>\n3<\/td>\n<\/tr>\n
7<\/td>\nLinguistics & Language Teaching<\/td>\nEA51213<\/td>\n3<\/td>\n<\/tr>\n
8<\/td>\nTextbooks Evaluation<\/td>\nEA51214<\/td>\n3<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/strong><\/p>\n\n\n\n
\n

Number of hours:\u00a0 24 hrs. <\/strong><\/p>\n

+<\/strong><\/p>\n

Thesis 9 hrs. (EA51213)<\/strong><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u0627\u0644\u0645\u0633\u0627\u0631 \u0627\u0644\u062b\u0627\u0646\u064a (\u0645\u0648\u0627\u062f \u0641\u0642\u0637)<\/p>\n

\u0628\u0627\u0644\u0625\u0636\u0627\u0641\u0629 \u0625\u0644\u064a \u0627\u0644\u0645\u0648\u0627\u062f\u00a0 \u0627\u0644\u0625\u0644\u0632\u0627\u0645\u064a\u0629 \u064a\u062e\u062a\u0627\u0631 \u0627\u0644\u0637\u0627\u0644\u0628 \u0639\u062f\u062f 6 \u0645\u0648\u0627\u062f \u0645\u0646 \u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u0627\u062e\u062a\u064a\u0627\u0631\u064a\u0629 .\u00a0 \u0628\u0627\u0644\u0625\u0636\u0627\u0641\u0629 \u0625\u0644\u064a \u0628\u062d\u062b \u0645\u0635\u063a\u0631 \u0641\u064a \u0639\u0644\u0645 \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u062a\u0637\u0628\u064a\u0642\u064a.<\/p>\n\n\n\n
\n

Number of hours:\u00a0 36 hrs. <\/strong><\/p>\n

+<\/strong><\/p>\n

Applied Linguistics Project 4 hrs. (EA51214)<\/strong><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/u><\/p>\n

[\/et_pb_accordion_item][et_pb_accordion_item title=”\u0648\u0635\u0641 \u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u062f\u0631\u0627\u0633\u064a\u0629 \u0644\u0628\u0631\u0646\u0627\u0645\u062c \u0645\u0627\u062c\u0633\u062a\u064a\u0631 \u0641\u064a \u0627\u0644\u0644\u063a\u0648\u064a\u0627\u062a \u0627\u0644\u062a\u0637\u0628\u064a\u0642\u064a\u0629” _builder_version=”4.4.7″ open=”off” hover_enabled=”0″ custom_css_main_element=”direction: ltr;” toggle_text_align=”right”]<\/p>\n

Compulsory Courses<\/strong><\/p>\n

\u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u0625\u062c\u0628\u0627\u0631\u064a\u0629<\/strong><\/p>\n

 <\/p>\n

General Linguistics<\/strong><\/p>\n

EA5121\u00a0\u00a0\u00a0\u00a0 3hrs.<\/strong><\/p>\n

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). \u00a0The course also introduces phrase structure rules a major transformations, functional theory and systematic linguistics.<\/p>\n

 <\/p>\n

Language learning & Teaching<\/strong><\/p>\n

EA5122<\/strong>\u00a0\u00a0 3hrs.<\/strong><\/p>\n

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.<\/p>\n

 <\/p>\n

 <\/p>\n

English Grammar<\/strong><\/p>\n

EA5123<\/strong>.\u00a0 3hrs.<\/strong><\/p>\n

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.\u00a0 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. \u00a0\u00a0Prepositional 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.<\/em><\/strong><\/p>\n

 <\/p>\n

Language Testing<\/strong><\/p>\n

EA5124 3hrs.<\/strong><\/p>\n

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.\u00a0 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.<\/p>\n

Literature in ELT<\/strong><\/p>\n

EA5125 3hrs.<\/strong><\/p>\n

This course discusses questions like \u201cwhat 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.<\/p>\n

 <\/p>\n

 <\/p>\n

Research Methodology<\/strong><\/p>\n

EA5126<\/strong><\/p>\n

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.<\/p>\n

 <\/p>\n

Elective Courses \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u0627\u062e\u062a\u064a\u0627\u0631\u064a\u0629<\/p>\n

 <\/p>\n

Technology in ELT<\/strong><\/p>\n

EA5127<\/strong><\/p>\n

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:<\/p>\n

    \n
  • Terms related to ICT.<\/li>\n
  • Technology in language Teaching.<\/li>\n
  • Using websites.<\/li>\n
  • How to use e-mails.<\/li>\n
  • Online reference tools.<\/li>\n
  • Producing electronic materials.<\/li>\n
  • E-learning online teaching and training.<\/li>\n<\/ul>\n

     <\/p>\n

    Psycholinguistics<\/strong><\/p>\n

    EA5128<\/strong><\/p>\n

    \u00a0<\/strong><\/p>\n

    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.<\/p>\n

     <\/p>\n

     <\/p>\n

    Credit Units<\/strong>: 2 units<\/p>\n

    Contact hours<\/strong>:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2-hour lecture once a week<\/p>\n

    Prerequisite<\/strong>: \u00a0 20452<\/p>\n

    Placement<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0 6th semester<\/p>\n

     <\/p>\n

    Course Objectives<\/strong><\/p>\n

     <\/p>\n

    At the end of the course, students are expected to:<\/p>\n

      \n
    1. define psycholinguistics;<\/li>\n
    2. discuss the origins of the field of psycholinguistics;<\/li>\n
    3. state the processes involved in psycholinguistic inquiry;<\/li>\n
    4. examine the nature of language;<\/li>\n
    5. discuss the processes involved in the comprehension of speech;<\/li>\n
    6. determine the processes involved in the production of speech;<\/li>\n
    7. explain the language acquisition process;<\/li>\n
    8. examine how languages can be lost;<\/li>\n
    9. outline some important processes that characterize the working of the human mind; and<\/li>\n
    10. link the human mind with linguistic performance as expressed through linguistics choices.<\/li>\n<\/ol>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Course Outline<\/strong><\/p>\n

       <\/p>\n

        \n
      1. Language Acquisition<\/li>\n
      2. First words<\/li>\n
      3. The birth of grammar<\/li>\n
      4. Evidence for innateness<\/li>\n
      5. Stages of linguistics development<\/li>\n
      6. Production of language<\/li>\n
      7. Conceptualization<\/li>\n
      8. Formulation<\/li>\n
      9. Articulation<\/li>\n
      10. Self-monitoring<\/li>\n<\/ol>\n

        III. Comprehension of language<\/p>\n

          \n
        1. Sounds<\/li>\n
        2. Words<\/li>\n
        3. Sentences<\/li>\n
        4. Texts<\/li>\n
        5. Dissolution: language loss<\/li>\n
        6. Neurolinguistics and language loss<\/li>\n
        7. Speech and language disorders<\/li>\n<\/ol>\n

           <\/p>\n

           <\/p>\n

          Methods of Instruction<\/strong>: Lectures, class discussions, and individual student presentation of a seminal article in the field.<\/p>\n

           <\/p>\n

          Nature of Evaluation<\/strong>: Theoretical<\/p>\n

          \u00a0<\/strong><\/p>\n

          Method of Assessment<\/strong><\/p>\n

           <\/p>\n

          \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Student assignments & presentation \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 10%<\/p>\n

           <\/p>\n

          \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Midterm Examination\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30%<\/p>\n

           <\/p>\n

          \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Final Examination\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 60%<\/p>\n

          \u00a0<\/strong><\/p>\n

          \u00a0<\/strong><\/p>\n

          Recommended Text<\/strong>: Scovel, Thomas (1998) Psycholinguistics<\/em>. Oxford: Oxford University Press<\/p>\n

           <\/p>\n

           <\/p>\n

          Other References<\/strong><\/p>\n

           <\/p>\n

          Carrol, David (1994) Psychology of Language<\/em>. Brooks\/Cole Publishing Co.<\/p>\n

           <\/p>\n

          Clark, Herbert and Clark, Eve (1977) Psychology and Language: An Introduction to Psycholinguistics<\/em>. New York: Harcourt, Brace Jovanovich.<\/p>\n

           <\/p>\n

          Garman, Micheal (1990) Psycholinguistics<\/em>. Cambridge: Cambridge University Press.<\/p>\n

           <\/p>\n

          Gleason, Jean and Ratner, Nan (eds) (1993) Psycholinguistics<\/em>. New York: Harcourt, Brace<\/p>\n

          \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Jovanovich.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n

           <\/p>\n

          Pinker, Steven (1994) The Language Instinct<\/em>. New York: William Morris.<\/p>\n

           <\/p>\n

          Slobin, Dan Issac (1979) Psycholinguistics<\/em>. (2nd ed) Glenville, US: Scott, Foresman and Company.<\/p>\n

           <\/p>\n

          Steinberg, Daniel (1993) An Introduction to Psycholinguistics<\/em>. London: Longman.<\/p>\n

           <\/p>\n

          Traxler,\u00a0 and Gernsbacher, Morton Ann (1994) Handbook of Psycholinguistics<\/em>. New York: Academic Press.<\/p>\n

           <\/p>\n

           <\/p>\n

          Socio. Linguistics<\/strong><\/p>\n

          EA5129<\/strong><\/p>\n

          \u00a0<\/strong><\/p>\n

          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.<\/p>\n

           <\/p>\n

           <\/p>\n

          Credit Units<\/strong>: 2 units<\/p>\n

          Contact hours<\/strong>:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2-hour lecture once a week<\/p>\n

          Prerequisite<\/strong>: \u00a0 20452<\/p>\n

          Placement<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0 7th semester<\/p>\n

           <\/p>\n

          Course Objectives<\/strong><\/p>\n

           <\/p>\n

          At the end of the course, students are expected to:<\/p>\n

            \n
          1. understand the complex connections between the variations within a language and the matching variations in the social groups that use it;<\/li>\n
          2. explain socially relevant explanations for regular patterns of variation in language use;<\/li>\n
          3. 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;<\/li>\n
          4. 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;<\/li>\n
          5. examine why speakers of certain varieties of language are influential and powerful, and why speakers of other varieties are regularly discriminated against; and<\/li>\n
          6. understand how social identity is recognizable from the speaker’s choices among all the variants that a language offers.<\/li>\n<\/ol>\n

             <\/p>\n

            Course Outline<\/strong><\/p>\n

             <\/p>\n

            The social study of language<\/p>\n

            The ethnography of speaking and the structure of conversation<\/p>\n

            Locating variety in speech<\/p>\n

            Styles, gender and social class<\/p>\n

            Bilinguals and bilingualism<\/p>\n

            Societal multilingualism<\/p>\n

            Applied sociolinguistics<\/p>\n

             <\/p>\n

            Methods of Instruction<\/strong>: Lectures, class discussions, individual student presentation of a seminal article in the field, empirical research which collects and analyzes aspects sociolinguistics.<\/p>\n

             <\/p>\n

            Nature of Evaluation<\/strong>: Theoretical<\/p>\n

             <\/p>\n

            Method of Assessment<\/strong><\/p>\n

             <\/p>\n

            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Student presentation and research\u00a0\u00a0\u00a0 10%<\/p>\n

             <\/p>\n

            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Midterm Examination\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30%<\/p>\n

             <\/p>\n

            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Final Examination\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 60%<\/p>\n

            \u00a0<\/strong><\/p>\n

            \u00a0<\/strong><\/p>\n

            Recommended Text<\/strong>: Spolsky, B (1998) Sociolinguistics<\/em>. Oxford: Oxford University Press.<\/p>\n

             <\/p>\n

             <\/p>\n

            Other References<\/strong><\/p>\n

             <\/p>\n

            Coulmas, Florian (ed) (1998) The Handbook of Sociolinguistics<\/em>. Blackwell Reference Online. 28 Dec \u00a0 2007.<\/p>\n

             <\/p>\n

            Coulmas, Florian (2005) Sociolinguistics: The Study of Speakers’ Choices<\/em>. Cambridge: Cambridge University Press.<\/p>\n

             <\/p>\n

            Giglioli, Pier Paolo (1972) Language and Social Context<\/em>. London: Penguin Books.<\/p>\n

             <\/p>\n

            Llamas, Carmen,\u00a0 Mullany, Louise and Stockwell, Peter (eds) (2007) The Routledge Companion to Sociolinguistics<\/em>. London: Routledge.<\/p>\n

             <\/p>\n

            Pride, J.B. and Holmes, Janet (1979) Sociolinguistics<\/em>. London: Penguin Books.<\/p>\n

             <\/p>\n

            Trudgill, P (1995) Sociolinguistics: An Introduction to Language and Society<\/em>. (3rd ed) London: Penguin Books.<\/p>\n

             <\/p>\n

            Discourse analysis<\/strong><\/p>\n

            EA51210<\/strong><\/p>\n

            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.<\/p>\n

            OUTLINES:<\/h3>\n

             <\/p>\n

              \n
            • An Introduction to discourse Analysis including definitions, background and central concepts.<\/li>\n
            • The analysis of spoken discourse and its implications to the design of listening and speaking materials.<\/li>\n
            • The analysis of written discourse and its implications to the design of reading and writing materials.<\/li>\n<\/ul>\n

               <\/p>\n

               <\/p>\n

              Error analysis<\/strong><\/p>\n

              EA51211<\/strong><\/p>\n

              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\u2019 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.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n

               <\/p>\n

              Syllabus Design<\/strong><\/p>\n

              EA51212<\/strong><\/p>\n

              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.<\/p>\n

               <\/p>\n

              OUTLINES<\/p>\n

               <\/p>\n

                \n
              • Definition of a syllabus<\/li>\n
              • Curriculum vs a syllabus<\/li>\n
              • Traditional syllabuses<\/li>\n<\/ul>\n

                –\u00a0 Structural<\/p>\n

                –\u00a0 Situational<\/p>\n

                – Functinal\/ Notional<\/p>\n

                  \n
                • Non- Traditional Syllabus<\/li>\n<\/ul>\n

                  -Communicative syllabuses Based on Content Specification<\/p>\n

                  -Communicative Syllabuses Based on Methodology<\/p>\n

                    \n
                  • Constructing A syllabus<\/li>\n<\/ul>\n

                    – Fact Finding Stage<\/p>\n

                    – The basis for designing a syllabus<\/p>\n

                    – Objective of the Syllabus<\/p>\n

                    -Selection and Organization of the Language Content in a<\/p>\n

                    syllabus<\/p>\n

                     <\/p>\n

                      \n
                    • Discourse- Based Approach to Syllabus Design<\/li>\n<\/ul>\n

                       <\/p>\n

                      REFERENCES<\/strong>:<\/p>\n

                       <\/p>\n

                      – Dubin , Fraida and Elite Olshtain (1994).Course Design .<\/em><\/p>\n

                      \u00a0\u00a0\u00a0\u00a0 <\/em>Cambridge: Cambridge University Press.<\/p>\n

                       <\/p>\n

                        \n
                      • Munby, J. (1978) Communicative Syllabus Design.<\/em> Cambridge<\/li>\n<\/ul>\n

                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 University Press.<\/p>\n

                         <\/p>\n

                          \n
                        • Imssalem, Nuwara. (2000). Discourse Based Approach To<\/em><\/li>\n<\/ul>\n

                          \u00a0\u00a0\u00a0\u00a0\u00a0 <\/em>\u00a0\u00a0Language Teaching and Learning<\/em>. Benghazi, Garyounis<\/p>\n

                          \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/em>Unversity.<\/p>\n

                           <\/p>\n

                            \n
                          • Imssalem, Nuwara (2000) .Textbook Evaluation and Desiging a<\/li>\n<\/ul>\n

                            \u00a0\u00a0 Syllabus. Benghazi , Garyounis University.<\/p>\n

                             <\/p>\n

                            \u00a0Linguistics & Language Teaching<\/strong><\/p>\n

                            EA51213<\/strong><\/p>\n

                            \u00a0<\/strong><\/p>\n

                            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.<\/p>\n

                            Finally, the pedagogical implications of these linguistic theories to language, pedagogical grammars, & teaching methodology.<\/p>\n

                             <\/p>\n

                             <\/p>\n

                             <\/p>\n

                            Textbooks Evaluation<\/strong><\/p>\n

                            EA51214<\/strong><\/p>\n

                            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.\u00a0\u00a0\u00a0<\/p>\n

                            [\/et_pb_accordion_item][et_pb_accordion_item title=”\u0645\u0627\u062c\u0633\u062a\u064a\u0631 \u0641\u064a \u0627\u0644\u0644\u063a\u0648\u064a\u0627\u062a \u0648\u062f\u0631\u0627\u0633\u0627\u062a \u0627\u0644\u062a\u0631\u062c\u0645\u0629” _builder_version=”4.4.7″ open=”off” hover_enabled=”0″]<\/p>\n

                            M.A in Linguistics & Translation studies<\/p>\n

                            \u0627\u0644\u0645\u0633\u0627\u0631 \u0627\u0644\u0623\u0648\u0644 (\u0645\u0648\u0627\u062f + \u0631\u0633\u0627\u0644\u0629)<\/p>\n

                            \u062a\u062a\u0643\u0648\u0646 \u0627\u0644\u0645\u0631\u062d\u0644\u0629 \u0627\u0644\u062a\u0645\u0647\u064a\u062f\u064a\u0629 \u0645\u0646 \u0627\u0644\u0628\u0631\u0646\u0627\u0645\u062c \u0645\u0646 6 \u0645\u0648\u0627\u062f \u062f\u0631\u0627\u0633\u064a\u0629 \u0625\u0644\u0632\u0627\u0645\u064a\u0629 \u0648 \u0645\u0627\u062f\u062a\u0627\u0646 \u064a\u062e\u062a\u0627\u0631\u0647\u0645\u0627 \u0627\u0644\u0637\u0627\u0644\u0628 \u0645\u0646 \u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u0627\u062e\u062a\u064a\u0627\u0631\u064a\u0629 \u0628\u0634\u0631\u0637 \u0623\u0646 \u0644\u0627 \u062a\u0642\u0644 \u0639\u062f\u062f \u0627\u0644\u0633\u0627\u0639\u0627\u062a \u0627\u0644\u062f\u0631\u0627\u0633\u064a\u0629 \u0641\u064a \u0627\u0644\u0641\u0635\u0644 \u0627\u0644\u062f\u0631\u0627\u0633\u064a \u0639\u0646 6 \u0633\u0627\u0639\u0627\u062a \u062f\u0631\u0627\u0633\u064a\u0629 \u0648\u0644\u0627 \u062a\u0632\u064a\u062f \u0639\u0646 12 \u0633\u0627\u0639\u0629 \u062f\u0631\u0627\u0633\u064a\u0629 \u062e\u0644\u0627\u0644 \u0627\u0644\u0641\u0635\u0644 , \u0639\u0644\u064a \u0623\u0646 \u064a\u062c\u062a\u0627\u0632 \u0627\u0644\u0637\u0627\u0644\u0628 \u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u062f\u0631\u0627\u0633\u064a\u0629 \u0627\u0644\u0645\u0642\u0631\u0631\u0629 \u0628\u062a\u0642\u062f\u064a\u0631 \u062c\u064a\u062f \u0639\u0644\u064a \u0627\u0644\u0623\u0642\u0644 \u060c \u0648\u0628\u0639\u062f \u0625\u0643\u0645\u0627\u0644 \u0627\u0644\u0637\u0627\u0644\u0628 \u0644\u0639\u062f\u062f 24 \u0633\u0627\u0639\u0629 \u064a\u062a\u0642\u062f\u0645 \u0628\u0645\u0642\u062a\u0631\u062d \u0627\u0644\u0628\u062d\u062b \u0644\u0644\u0627\u0639\u062a\u0645\u0627\u062f \u0645\u0646 \u0642\u0628\u0644 \u0627\u0644\u0642\u0633\u0645 \u0648\u062a\u0643\u0644\u064a\u0641 \u0623\u062d\u062f \u0623\u0639\u0636\u0627\u0621 \u0647\u064a\u0623\u0629 \u0627\u0644\u062a\u062f\u0631\u064a\u0633 \u0628\u0627\u0644\u0625\u0634\u0631\u0627\u0641 \u0639\u0644\u064a \u0627\u0644\u0631\u0633\u0627\u0644\u0629.<\/p>\n

                            \u0648\u0628\u0639\u062f\u0647\u0627 \u064a\u0646\u0627\u0642\u0634 \u0627\u0644\u0637\u0627\u0644\u0628 \u0627\u0644\u0631\u0633\u0627\u0644\u0629 \u0627\u0644\u0639\u0644\u0645\u064a\u0629 \u0623\u0645\u0627\u0645 \u0644\u062c\u0646\u0629 \u064a\u0642\u062a\u0631\u062d\u0647\u0627 \u0627\u0644\u0642\u0633\u0645 \u0648 \u064a\u062a\u0645 \u0627\u0639\u062a\u0645\u0627\u062f\u0647\u0627 \u0645\u0646 \u0627\u0644\u0643\u0644\u064a\u0629 \u0648\u0627\u0644\u062c\u0627\u0645\u0639\u0629 \u0644\u0647\u0630\u0627 \u0627\u0644\u063a\u0631\u0636.<\/p>\n

                            \u00a0\u00a0 Compulsory Courses \u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u0625\u062c\u0628\u0627\u0631\u064a\u0629<\/p>\n\n\n\n\n\n\n\n\n\n
                            \u0631.\u0645<\/td>\n\u0627\u0633\u0645 \u0627\u0644\u0645\u0627\u062f\u0629<\/td>\n\u0631\u0642\u0645 \u0627\u0644\u0645\u0627\u062f\u0629<\/td>\n\u0639\u062f\u062f \u0627\u0644\u0633\u0627\u0639\u0627\u062a<\/td>\n<\/tr>\n
                            1<\/td>\nPhonetics<\/td>\nEL5121<\/td>\n3<\/td>\n<\/tr>\n
                            2<\/td>\nLinguistics<\/td>\nEL5122<\/td>\n3<\/td>\n<\/tr>\n
                            3<\/td>\nTranslation Methods<\/td>\nET5123<\/td>\n3<\/td>\n<\/tr>\n
                            4<\/td>\nSemantics & pragmatics<\/td>\nEL5124<\/td>\n3<\/td>\n<\/tr>\n
                            5<\/td>\nTranslation Theory & Practices<\/td>\nET5125<\/td>\n3<\/td>\n<\/tr>\n
                            6<\/td>\nResearch Methodology<\/td>\nETL5126<\/td>\n3<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                            Elective Courses \u00a0\u00a0\u00a0\u00a0\u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u0627\u062e\u062a\u064a\u0627\u0631\u064a\u0629<\/p>\n\n\n\n\n\n\n\n\n\n\n\n
                            \u0631.\u0645<\/td>\n\u0627\u0633\u0645 \u0627\u0644\u0645\u0627\u062f\u0629<\/td>\n\u0631\u0642\u0645 \u0627\u0644\u0645\u0627\u062f\u0629<\/td>\n\u0639\u062f\u062f \u0627\u0644\u0633\u0627\u0639\u0627\u062a<\/td>\n<\/tr>\n
                            1<\/td>\nContrastive Grammar<\/td>\nET5127<\/td>\n3<\/td>\n<\/tr>\n
                            2<\/td>\nInterpreting Studies<\/td>\nET5128<\/td>\n3<\/td>\n<\/tr>\n
                            3<\/td>\nTranslation Teaching<\/td>\nET5129<\/td>\n3<\/td>\n<\/tr>\n
                            4<\/td>\nEnglish Grammar<\/td>\nEL51210<\/td>\n3<\/td>\n<\/tr>\n
                            5<\/td>\nMorphology<\/td>\nEL51211<\/td>\n3<\/td>\n<\/tr>\n
                            6<\/td>\nLinguistics for Translation<\/td>\nET51212<\/td>\n3<\/td>\n<\/tr>\n
                            7<\/td>\nWorkshops in Translation<\/td>\nET51213<\/td>\n3<\/td>\n<\/tr>\n
                            8<\/td>\nInterpreting<\/td>\nET51214<\/td>\n3<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                            \u00a0<\/strong><\/p>\n\n\n\n
                            \n

                            Number of hours:\u00a0 24 hrs. <\/strong><\/p>\n

                            +<\/strong><\/p>\n

                            Thesis 9 hrs. <\/strong>(ETL51213)<\/strong><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                            \u0627\u0644\u0645\u0633\u0627\u0631 \u0627\u0644\u062b\u0627\u0646\u064a (\u0645\u0648\u0627\u062f \u0641\u0642\u0637)<\/p>\n

                            \u0628\u0627\u0644\u0625\u0636\u0627\u0641\u0629 \u0625\u0644\u064a \u0627\u0644\u0645\u0648\u0627\u062f\u00a0 \u0627\u0644\u0625\u0644\u0632\u0627\u0645\u064a\u0629 \u064a\u062e\u062a\u0627\u0631 \u0627\u0644\u0637\u0627\u0644\u0628 \u0639\u062f\u062f 6 \u0645\u0648\u0627\u062f \u0645\u0646 \u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u0627\u062e\u062a\u064a\u0627\u0631\u064a\u0629 .\u00a0 \u0628\u0627\u0644\u0625\u0636\u0627\u0641\u0629 \u0625\u0644\u064a \u0628\u062d\u062b \u0645\u0635\u063a\u0631 \u0641\u064a \u0627\u0644\u062a\u0631\u062c\u0645\u0629 \u0623\u0648 \u0627\u0644\u0644\u063a\u0648\u064a\u0627\u062a<\/p>\n\n\n\n
                            \n

                            Number of hours:\u00a0 36 hrs. <\/strong><\/p>\n

                            +<\/strong><\/p>\n

                            Translation or Linguistics Project 4 hrs. <\/strong>(ETL51214)<\/strong><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                            [\/et_pb_accordion_item][et_pb_accordion_item title=”\u0648\u0635\u0641 \u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u062f\u0631\u0627\u0633\u064a\u0629 \u0644\u0628\u0631\u0646\u0627\u0645\u062c \u0645\u0627\u062c\u0633\u062a\u064a\u0631 \u0641\u064a \u0627\u0644\u0644\u063a\u0648\u064a\u0627\u062a \u0648\u062f\u0631\u0627\u0633\u0627\u062a \u0627\u0644\u062a\u0631\u062c\u0645\u0629” _builder_version=”4.4.7″ open=”off” hover_enabled=”0″ custom_css_main_element=”direction: ltr;” toggle_text_align=”right”]<\/p>\n

                            Compulsory Courses –\u00a0<\/strong>\u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u0625\u062c\u0628\u0627\u0631\u064a\u0629<\/strong><\/h2>\n

                             <\/p>\n

                            General Linguistics<\/strong><\/p>\n

                            EA5121\u00a0\u00a0\u00a0\u00a0 3hrs.<\/strong><\/p>\n

                            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). \u00a0The course also introduces phrase structure rules a major transformations, functional theory and systematic linguistics.<\/p>\n

                             <\/p>\n

                            Language learning & Teaching<\/strong><\/p>\n

                            EA5122<\/strong>\u00a0\u00a0 3hrs.<\/strong><\/p>\n

                            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.<\/p>\n

                             <\/p>\n

                            English Grammar<\/strong><\/p>\n

                            EA5123<\/strong>.\u00a0 3hrs.<\/strong><\/p>\n

                            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.\u00a0 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. \u00a0\u00a0Prepositional 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.<\/em><\/strong><\/p>\n

                             <\/p>\n

                            Language Testing<\/strong><\/p>\n

                            EA5124 3hrs.<\/strong><\/p>\n

                            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.\u00a0 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.<\/p>\n

                            Literature in ELT<\/strong><\/p>\n

                            EA5125 3hrs.<\/strong><\/p>\n

                            This course discusses questions like \u201cwhat 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.<\/p>\n

                             <\/p>\n

                             <\/p>\n

                            Research Methodology<\/strong><\/p>\n

                            EA5126<\/strong><\/p>\n

                            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.<\/p>\n

                             <\/p>\n

                            Elective Courses \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u0627\u062e\u062a\u064a\u0627\u0631\u064a\u0629<\/h2>\n

                            Technology in ELT<\/strong><\/p>\n

                            EA5127<\/strong><\/p>\n

                            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:<\/p>\n

                              \n
                            • Terms related to ICT.<\/li>\n
                            • Technology in language Teaching.<\/li>\n
                            • Using websites.<\/li>\n
                            • How to use e-mails.<\/li>\n
                            • Online reference tools.<\/li>\n
                            • Producing electronic materials.<\/li>\n
                            • E-learning online teaching and training.<\/li>\n<\/ul>\n

                               <\/p>\n

                              Psycholinguistics<\/strong><\/p>\n

                              EA5128<\/strong><\/p>\n

                              \u00a0<\/strong><\/p>\n

                              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.<\/p>\n

                               <\/p>\n

                               <\/p>\n

                              Credit Units<\/strong>: 2 units<\/p>\n

                              Contact hours<\/strong>:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2-hour lecture once a week<\/p>\n

                              Prerequisite<\/strong>: \u00a0 20452<\/p>\n

                              Placement<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0 6th semester<\/p>\n

                               <\/p>\n

                              Course Objectives<\/strong><\/p>\n

                               <\/p>\n

                              At the end of the course, students are expected to:<\/p>\n

                                \n
                              1. define psycholinguistics;<\/li>\n
                              2. discuss the origins of the field of psycholinguistics;<\/li>\n
                              3. state the processes involved in psycholinguistic inquiry;<\/li>\n
                              4. examine the nature of language;<\/li>\n
                              5. discuss the processes involved in the comprehension of speech;<\/li>\n
                              6. determine the processes involved in the production of speech;<\/li>\n
                              7. explain the language acquisition process;<\/li>\n
                              8. examine how languages can be lost;<\/li>\n
                              9. outline some important processes that characterize the working of the human mind; and<\/li>\n
                              10. link the human mind with linguistic performance as expressed through linguistics choices.<\/li>\n<\/ol>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                 <\/p>\n

                                Course Outline<\/strong><\/p>\n

                                 <\/p>\n

                                  \n
                                1. Language Acquisition<\/li>\n
                                2. First words<\/li>\n
                                3. The birth of grammar<\/li>\n
                                4. Evidence for innateness<\/li>\n
                                5. Stages of linguistics development<\/li>\n
                                6. Production of language<\/li>\n
                                7. Conceptualization<\/li>\n
                                8. Formulation<\/li>\n
                                9. Articulation<\/li>\n
                                10. Self-monitoring<\/li>\n<\/ol>\n

                                  III. Comprehension of language<\/p>\n

                                    \n
                                  1. Sounds<\/li>\n
                                  2. Words<\/li>\n
                                  3. Sentences<\/li>\n
                                  4. Texts<\/li>\n
                                  5. Dissolution: language loss<\/li>\n
                                  6. Neurolinguistics and language loss<\/li>\n
                                  7. Speech and language disorders<\/li>\n<\/ol>\n

                                     <\/p>\n

                                     <\/p>\n

                                    Methods of Instruction<\/strong>: Lectures, class discussions, and individual student presentation of a seminal article in the field.<\/p>\n

                                     <\/p>\n

                                    Nature of Evaluation<\/strong>: Theoretical<\/p>\n

                                    \u00a0<\/strong><\/p>\n

                                    Method of Assessment<\/strong><\/p>\n

                                     <\/p>\n

                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Student assignments & presentation \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 10%<\/p>\n

                                     <\/p>\n

                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Midterm Examination\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30%<\/p>\n

                                     <\/p>\n

                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Final Examination\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 60%<\/p>\n

                                    \u00a0<\/strong><\/p>\n

                                    \u00a0<\/strong><\/p>\n

                                    Recommended Text<\/strong>: Scovel, Thomas (1998) Psycholinguistics<\/em>. Oxford: Oxford University Press<\/p>\n

                                     <\/p>\n

                                     <\/p>\n

                                    Other References<\/strong><\/p>\n

                                     <\/p>\n

                                    Carrol, David (1994) Psychology of Language<\/em>. Brooks\/Cole Publishing Co.<\/p>\n

                                     <\/p>\n

                                    Clark, Herbert and Clark, Eve (1977) Psychology and Language: An Introduction to Psycholinguistics<\/em>. New York: Harcourt, Brace Jovanovich.<\/p>\n

                                     <\/p>\n

                                    Garman, Micheal (1990) Psycholinguistics<\/em>. Cambridge: Cambridge University Press.<\/p>\n

                                     <\/p>\n

                                    Gleason, Jean and Ratner, Nan (eds) (1993) Psycholinguistics<\/em>. New York: Harcourt, Brace<\/p>\n

                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Jovanovich.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n

                                     <\/p>\n

                                    Pinker, Steven (1994) The Language Instinct<\/em>. New York: William Morris.<\/p>\n

                                     <\/p>\n

                                    Slobin, Dan Issac (1979) Psycholinguistics<\/em>. (2nd ed) Glenville, US: Scott, Foresman and Company.<\/p>\n

                                     <\/p>\n

                                    Steinberg, Daniel (1993) An Introduction to Psycholinguistics<\/em>. London: Longman.<\/p>\n

                                     <\/p>\n

                                    Traxler,\u00a0 and Gernsbacher, Morton Ann (1994) Handbook of Psycholinguistics<\/em>. New York: Academic Press.<\/p>\n

                                     <\/p>\n

                                     <\/p>\n

                                    Socio. Linguistics<\/strong><\/p>\n

                                    EA5129<\/strong><\/p>\n

                                    \u00a0<\/strong><\/p>\n

                                    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.<\/p>\n

                                     <\/p>\n

                                     <\/p>\n

                                    Credit Units<\/strong>: 2 units<\/p>\n

                                    Contact hours<\/strong>:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2-hour lecture once a week<\/p>\n

                                    Prerequisite<\/strong>: \u00a0 20452<\/p>\n

                                    Placement<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0 7th semester<\/p>\n

                                     <\/p>\n

                                    Course Objectives<\/strong><\/p>\n

                                     <\/p>\n

                                    At the end of the course, students are expected to:<\/p>\n

                                      \n
                                    1. understand the complex connections between the variations within a language and the matching variations in the social groups that use it;<\/li>\n
                                    2. explain socially relevant explanations for regular patterns of variation in language use;<\/li>\n
                                    3. 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;<\/li>\n
                                    4. 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;<\/li>\n
                                    5. examine why speakers of certain varieties of language are influential and powerful, and why speakers of other varieties are regularly discriminated against; and<\/li>\n
                                    6. understand how social identity is recognizable from the speaker’s choices among all the variants that a language offers.<\/li>\n<\/ol>\n

                                       <\/p>\n

                                      Course Outline<\/strong><\/p>\n

                                       <\/p>\n

                                      The social study of language<\/p>\n

                                      The ethnography of speaking and the structure of conversation<\/p>\n

                                      Locating variety in speech<\/p>\n

                                      Styles, gender and social class<\/p>\n

                                      Bilinguals and bilingualism<\/p>\n

                                      Societal multilingualism<\/p>\n

                                      Applied sociolinguistics<\/p>\n

                                       <\/p>\n

                                      Methods of Instruction<\/strong>: Lectures, class discussions, individual student presentation of a seminal article in the field, empirical research which collects and analyzes aspects sociolinguistics.<\/p>\n

                                       <\/p>\n

                                      Nature of Evaluation<\/strong>: Theoretical<\/p>\n

                                       <\/p>\n

                                      Method of Assessment<\/strong><\/p>\n

                                       <\/p>\n

                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Student presentation and research\u00a0\u00a0\u00a0 10%<\/p>\n

                                       <\/p>\n

                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Midterm Examination\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30%<\/p>\n

                                       <\/p>\n

                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Final Examination\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 60%<\/p>\n

                                      \u00a0<\/strong><\/p>\n

                                      \u00a0<\/strong><\/p>\n

                                      Recommended Text<\/strong>: Spolsky, B (1998) Sociolinguistics<\/em>. Oxford: Oxford University Press.<\/p>\n

                                       <\/p>\n

                                       <\/p>\n

                                      Other References<\/strong><\/p>\n

                                       <\/p>\n

                                      Coulmas, Florian (ed) (1998) The Handbook of Sociolinguistics<\/em>. Blackwell Reference Online. 28 Dec \u00a0 2007.<\/p>\n

                                       <\/p>\n

                                      Coulmas, Florian (2005) Sociolinguistics: The Study of Speakers’ Choices<\/em>. Cambridge: Cambridge University Press.<\/p>\n

                                       <\/p>\n

                                      Giglioli, Pier Paolo (1972) Language and Social Context<\/em>. London: Penguin Books.<\/p>\n

                                       <\/p>\n

                                      Llamas, Carmen, \u00a0Mullany, Louise and Stockwell, Peter (eds) (2007) The Routledge Companion to Sociolinguistics<\/em>. London: Routledge.<\/p>\n

                                       <\/p>\n

                                      Pride, J.B. and Holmes, Janet (1979) Sociolinguistics<\/em>. London: Penguin Books.<\/p>\n

                                       <\/p>\n

                                      Trudgill, P (1995) Sociolinguistics: An Introduction to Language and Society<\/em>. (3rd ed) London: Penguin Books.<\/p>\n

                                       <\/p>\n

                                      Discourse analysis<\/strong><\/p>\n

                                      EA51210<\/strong><\/p>\n

                                      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.<\/p>\n

                                      OUTLINES:<\/h3>\n

                                       <\/p>\n

                                        \n
                                      • An Introduction to discourse Analysis including definitions, background and central concepts.<\/li>\n
                                      • The analysis of spoken discourse and its implications to the design of listening and speaking materials.<\/li>\n
                                      • The analysis of written discourse and its implications to the design of reading and writing materials.<\/li>\n<\/ul>\n

                                         <\/p>\n

                                         <\/p>\n

                                        Error analysis<\/strong><\/p>\n

                                        EA51211<\/strong><\/p>\n

                                        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\u2019 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.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n

                                         <\/p>\n

                                        Syllabus Design<\/strong><\/p>\n

                                        EA51212<\/strong><\/p>\n

                                        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.<\/p>\n

                                         <\/p>\n

                                        OUTLINES<\/p>\n

                                         <\/p>\n

                                          \n
                                        • Definition of a syllabus<\/li>\n
                                        • Curriculum vs a syllabus<\/li>\n
                                        • Traditional syllabuses<\/li>\n<\/ul>\n

                                          –\u00a0 Structural<\/p>\n

                                          –\u00a0 Situational<\/p>\n

                                          – Functinal\/ Notional<\/p>\n

                                            \n
                                          • Non- Traditional Syllabus<\/li>\n<\/ul>\n

                                            -Communicative syllabuses Based on Content Specification<\/p>\n

                                            -Communicative Syllabuses Based on Methodology<\/p>\n

                                              \n
                                            • Constructing A syllabus<\/li>\n<\/ul>\n

                                              – Fact Finding Stage<\/p>\n

                                              – The basis for designing a syllabus<\/p>\n

                                              – Objective of the Syllabus<\/p>\n

                                              -Selection and Organization of the Language Content in a<\/p>\n

                                              syllabus<\/p>\n

                                               <\/p>\n

                                                \n
                                              • Discourse- Based Approach to Syllabus Design<\/li>\n<\/ul>\n

                                                 <\/p>\n

                                                REFERENCES<\/strong>:<\/p>\n

                                                 <\/p>\n

                                                – Dubin , Fraida and Elite Olshtain (1994).Course Design .<\/em><\/p>\n

                                                \u00a0\u00a0\u00a0\u00a0 <\/em>Cambridge: Cambridge University Press.<\/p>\n

                                                 <\/p>\n

                                                  \n
                                                • Munby, J. (1978) Communicative Syllabus Design.<\/em> Cambridge<\/li>\n<\/ul>\n

                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 University Press.<\/p>\n

                                                   <\/p>\n

                                                    \n
                                                  • Imssalem, Nuwara. (2000). Discourse Based Approach To<\/em><\/li>\n<\/ul>\n

                                                    \u00a0\u00a0\u00a0\u00a0\u00a0 <\/em>\u00a0\u00a0Language Teaching and Learning<\/em>. Benghazi, Garyounis<\/p>\n

                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/em>Unversity.<\/p>\n

                                                     <\/p>\n

                                                      \n
                                                    • Imssalem, Nuwara (2000) .Textbook Evaluation and Desiging a<\/li>\n<\/ul>\n

                                                      \u00a0\u00a0 Syllabus. Benghazi , Garyounis University.<\/p>\n

                                                       <\/p>\n

                                                      \u00a0Linguistics & Language Teaching<\/strong><\/p>\n

                                                      EA51213<\/strong><\/p>\n

                                                      \u00a0<\/strong><\/p>\n

                                                      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.<\/p>\n

                                                      Finally, the pedagogical implications of these linguistic theories to language, pedagogical grammars, & teaching methodology.<\/p>\n

                                                       <\/p>\n

                                                       <\/p>\n

                                                       <\/p>\n

                                                      Textbooks Evaluation<\/strong><\/p>\n

                                                      EA51214<\/strong><\/p>\n

                                                      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.\u00a0\u00a0\u00a0<\/p>\n

                                                       <\/p>\n

                                                       <\/p>\n

                                                      M.A in Applied Linguistics<\/strong><\/p>\n

                                                       <\/p>\n

                                                      Compulsory Courses<\/strong><\/p>\n

                                                      \u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u0625\u062c\u0628\u0627\u0631\u064a\u0629<\/strong><\/p>\n

                                                       <\/p>\n

                                                      General Linguistics<\/strong><\/p>\n

                                                      EA5121\u00a0\u00a0\u00a0\u00a0 3hrs.<\/strong><\/p>\n

                                                      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). \u00a0The course also introduces phrase structure rules a major transformations, functional theory and systematic linguistics.<\/p>\n

                                                       <\/p>\n

                                                      Language learning & Teaching<\/strong><\/p>\n

                                                      EA5122<\/strong>\u00a0\u00a0 3hrs.<\/strong><\/p>\n

                                                      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.<\/p>\n

                                                       <\/p>\n

                                                       <\/p>\n

                                                      English Grammar<\/strong><\/p>\n

                                                      EA5123<\/strong>.\u00a0 3hrs.<\/strong><\/p>\n

                                                      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.\u00a0 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. \u00a0\u00a0Prepositional 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.<\/em><\/strong><\/p>\n

                                                       <\/p>\n

                                                      Language Testing<\/strong><\/p>\n

                                                      EA5124 3hrs.<\/strong><\/p>\n

                                                      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.\u00a0 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.<\/p>\n

                                                      Literature in ELT<\/strong><\/p>\n

                                                      EA5125 3hrs.<\/strong><\/p>\n

                                                      This course discusses questions like \u201cwhat 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.<\/p>\n

                                                       <\/p>\n

                                                       <\/p>\n

                                                      Research Methodology<\/strong><\/p>\n

                                                      EA5126<\/strong><\/p>\n

                                                      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.<\/p>\n

                                                       <\/p>\n

                                                      Elective Courses \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u0627\u0644\u0645\u0648\u0627\u062f \u0627\u0644\u0627\u062e\u062a\u064a\u0627\u0631\u064a\u0629<\/p>\n

                                                       <\/p>\n

                                                      Technology in ELT<\/strong><\/p>\n

                                                      EA5127<\/strong><\/p>\n

                                                      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:<\/p>\n

                                                        \n
                                                      • Terms related to ICT.<\/li>\n
                                                      • Technology in language Teaching.<\/li>\n
                                                      • Using websites.<\/li>\n
                                                      • How to use e-mails.<\/li>\n
                                                      • Online reference tools.<\/li>\n
                                                      • Producing electronic materials.<\/li>\n
                                                      • E-learning online teaching and training.<\/li>\n<\/ul>\n

                                                         <\/p>\n

                                                        Psycholinguistics<\/strong><\/p>\n

                                                        EA5128<\/strong><\/p>\n

                                                        \u00a0<\/strong><\/p>\n

                                                        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.<\/p>\n

                                                         <\/p>\n

                                                         <\/p>\n

                                                        Credit Units<\/strong>: 2 units<\/p>\n

                                                        Contact hours<\/strong>:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2-hour lecture once a week<\/p>\n

                                                        Prerequisite<\/strong>: \u00a0 20452<\/p>\n

                                                        Placement<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0 6th semester<\/p>\n

                                                         <\/p>\n

                                                        Course Objectives<\/strong><\/p>\n

                                                         <\/p>\n

                                                        At the end of the course, students are expected to:<\/p>\n

                                                          \n
                                                        1. define psycholinguistics;<\/li>\n
                                                        2. discuss the origins of the field of psycholinguistics;<\/li>\n
                                                        3. state the processes involved in psycholinguistic inquiry;<\/li>\n
                                                        4. examine the nature of language;<\/li>\n
                                                        5. discuss the processes involved in the comprehension of speech;<\/li>\n
                                                        6. determine the processes involved in the production of speech;<\/li>\n
                                                        7. explain the language acquisition process;<\/li>\n
                                                        8. examine how languages can be lost;<\/li>\n
                                                        9. outline some important processes that characterize the working of the human mind; and<\/li>\n
                                                        10. link the human mind with linguistic performance as expressed through linguistics choices.<\/li>\n<\/ol>\n

                                                           <\/p>\n

                                                           <\/p>\n

                                                           <\/p>\n

                                                           <\/p>\n

                                                          Course Outline<\/strong><\/p>\n

                                                           <\/p>\n

                                                            \n
                                                          1. Language Acquisition<\/li>\n
                                                          2. First words<\/li>\n
                                                          3. The birth of grammar<\/li>\n
                                                          4. Evidence for innateness<\/li>\n
                                                          5. Stages of linguistics development<\/li>\n
                                                          6. Production of language<\/li>\n
                                                          7. Conceptualization<\/li>\n
                                                          8. Formulation<\/li>\n
                                                          9. Articulation<\/li>\n
                                                          10. Self-monitoring<\/li>\n<\/ol>\n

                                                            III. Comprehension of language<\/p>\n

                                                              \n
                                                            1. Sounds<\/li>\n
                                                            2. Words<\/li>\n
                                                            3. Sentences<\/li>\n
                                                            4. Texts<\/li>\n
                                                            5. Dissolution: language loss<\/li>\n
                                                            6. Neurolinguistics and language loss<\/li>\n
                                                            7. Speech and language disorders<\/li>\n<\/ol>\n

                                                               <\/p>\n

                                                               <\/p>\n

                                                              Methods of Instruction<\/strong>: Lectures, class discussions, and individual student presentation of a seminal article in the field.<\/p>\n

                                                               <\/p>\n

                                                              Nature of Evaluation<\/strong>: Theoretical<\/p>\n

                                                              \u00a0<\/strong><\/p>\n

                                                              Method of Assessment<\/strong><\/p>\n

                                                               <\/p>\n

                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Student assignments & presentation \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 10%<\/p>\n

                                                               <\/p>\n

                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Midterm Examination\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30%<\/p>\n

                                                               <\/p>\n

                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Final Examination\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 60%<\/p>\n

                                                              \u00a0<\/strong><\/p>\n

                                                              \u00a0<\/strong><\/p>\n

                                                              Recommended Text<\/strong>: Scovel, Thomas (1998) Psycholinguistics<\/em>. Oxford: Oxford University Press<\/p>\n

                                                               <\/p>\n

                                                               <\/p>\n

                                                              Other References<\/strong><\/p>\n

                                                               <\/p>\n

                                                              Carrol, David (1994) Psychology of Language<\/em>. Brooks\/Cole Publishing Co.<\/p>\n

                                                               <\/p>\n

                                                              Clark, Herbert and Clark, Eve (1977) Psychology and Language: An Introduction to Psycholinguistics<\/em>. New York: Harcourt, Brace Jovanovich.<\/p>\n

                                                               <\/p>\n

                                                              Garman, Micheal (1990) Psycholinguistics<\/em>. Cambridge: Cambridge University Press.<\/p>\n

                                                               <\/p>\n

                                                              Gleason, Jean and Ratner, Nan (eds) (1993) Psycholinguistics<\/em>. New York: Harcourt, Brace<\/p>\n

                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Jovanovich.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n

                                                               <\/p>\n

                                                              Pinker, Steven (1994) The Language Instinct<\/em>. New York: William Morris.<\/p>\n

                                                               <\/p>\n

                                                              Slobin, Dan Issac (1979) Psycholinguistics<\/em>. (2nd ed) Glenville, US: Scott, Foresman and Company.<\/p>\n

                                                               <\/p>\n

                                                              Steinberg, Daniel (1993) An Introduction to Psycholinguistics<\/em>. London: Longman.<\/p>\n

                                                               <\/p>\n

                                                              Traxler,\u00a0 and Gernsbacher, Morton Ann (1994) Handbook of Psycholinguistics<\/em>. New York: Academic Press.<\/p>\n

                                                               <\/p>\n

                                                               <\/p>\n

                                                              Socio. Linguistics<\/strong><\/p>\n

                                                              EA5129<\/strong><\/p>\n

                                                              \u00a0<\/strong><\/p>\n

                                                              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.<\/p>\n

                                                               <\/p>\n

                                                               <\/p>\n

                                                              Credit Units<\/strong>: 2 units<\/p>\n

                                                              Contact hours<\/strong>:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2-hour lecture once a week<\/p>\n

                                                              Prerequisite<\/strong>: \u00a0 20452<\/p>\n

                                                              Placement<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0 7th semester<\/p>\n

                                                               <\/p>\n

                                                              Course Objectives<\/strong><\/p>\n

                                                               <\/p>\n

                                                              At the end of the course, students are expected to:<\/p>\n

                                                                \n
                                                              1. understand the complex connections between the variations within a language and the matching variations in the social groups that use it;<\/li>\n
                                                              2. explain socially relevant explanations for regular patterns of variation in language use;<\/li>\n
                                                              3. 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;<\/li>\n
                                                              4. 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;<\/li>\n
                                                              5. examine why speakers of certain varieties of language are influential and powerful, and why speakers of other varieties are regularly discriminated against; and<\/li>\n
                                                              6. understand how social identity is recognizable from the speaker’s choices among all the variants that a language offers.<\/li>\n<\/ol>\n

                                                                 <\/p>\n

                                                                Course Outline<\/strong><\/p>\n

                                                                 <\/p>\n

                                                                The social study of language<\/p>\n

                                                                The ethnography of speaking and the structure of conversation<\/p>\n

                                                                Locating variety in speech<\/p>\n

                                                                Styles, gender and social class<\/p>\n

                                                                Bilinguals and bilingualism<\/p>\n

                                                                Societal multilingualism<\/p>\n

                                                                Applied sociolinguistics<\/p>\n

                                                                 <\/p>\n

                                                                Methods of Instruction<\/strong>: Lectures, class discussions, individual student presentation of a seminal article in the field, empirical research which collects and analyzes aspects sociolinguistics.<\/p>\n

                                                                 <\/p>\n

                                                                Nature of Evaluation<\/strong>: Theoretical<\/p>\n

                                                                 <\/p>\n

                                                                Method of Assessment<\/strong><\/p>\n

                                                                 <\/p>\n

                                                                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Student presentation and research\u00a0\u00a0\u00a0 10%<\/p>\n

                                                                 <\/p>\n

                                                                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Midterm Examination\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30%<\/p>\n

                                                                 <\/p>\n

                                                                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Final Examination\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 60%<\/p>\n

                                                                \u00a0<\/strong><\/p>\n

                                                                \u00a0<\/strong><\/p>\n

                                                                Recommended Text<\/strong>: Spolsky, B (1998) Sociolinguistics<\/em>. Oxford: Oxford University Press.<\/p>\n

                                                                 <\/p>\n

                                                                 <\/p>\n

                                                                Other References<\/strong><\/p>\n

                                                                 <\/p>\n

                                                                Coulmas, Florian (ed) (1998) The Handbook of Sociolinguistics<\/em>. Blackwell Reference Online. 28 Dec \u00a0 2007.<\/p>\n

                                                                 <\/p>\n

                                                                Coulmas, Florian (2005) Sociolinguistics: The Study of Speakers’ Choices<\/em>. Cambridge: Cambridge University Press.<\/p>\n

                                                                 <\/p>\n

                                                                Giglioli, Pier Paolo (1972) Language and Social Context<\/em>. London: Penguin Books.<\/p>\n

                                                                 <\/p>\n

                                                                Llamas, Carmen, \u00a0Mullany, Louise and Stockwell, Peter (eds) (2007) The Routledge Companion to Sociolinguistics<\/em>. London: Routledge.<\/p>\n

                                                                 <\/p>\n

                                                                Pride, J.B. and Holmes, Janet (1979) Sociolinguistics<\/em>. London: Penguin Books.<\/p>\n

                                                                 <\/p>\n

                                                                Trudgill, P (1995) Sociolinguistics: An Introduction to Language and Society<\/em>. (3rd ed) London: Penguin Books.<\/p>\n

                                                                 <\/p>\n

                                                                Discourse analysis<\/strong><\/p>\n

                                                                EA51210<\/strong><\/p>\n

                                                                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.<\/p>\n

                                                                OUTLINES:<\/h3>\n

                                                                 <\/p>\n

                                                                  \n
                                                                • An Introduction to discourse Analysis including definitions, background and central concepts.<\/li>\n
                                                                • The analysis of spoken discourse and its implications to the design of listening and speaking materials.<\/li>\n
                                                                • The analysis of written discourse and its implications to the design of reading and writing materials.<\/li>\n<\/ul>\n

                                                                   <\/p>\n

                                                                   <\/p>\n

                                                                  Error analysis<\/strong><\/p>\n

                                                                  EA51211<\/strong><\/p>\n

                                                                  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\u2019 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.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n

                                                                   <\/p>\n

                                                                  Syllabus Design<\/strong><\/p>\n

                                                                  EA51212<\/strong><\/p>\n

                                                                  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.<\/p>\n

                                                                   <\/p>\n

                                                                  OUTLINES<\/p>\n

                                                                   <\/p>\n

                                                                    \n
                                                                  • Definition of a syllabus<\/li>\n
                                                                  • Curriculum vs a syllabus<\/li>\n
                                                                  • Traditional syllabuses<\/li>\n<\/ul>\n

                                                                    –\u00a0 Structural<\/p>\n

                                                                    –\u00a0 Situational<\/p>\n

                                                                    – Functinal\/ Notional<\/p>\n

                                                                      \n
                                                                    • Non- Traditional Syllabus<\/li>\n<\/ul>\n

                                                                      -Communicative syllabuses Based on Content Specification<\/p>\n

                                                                      -Communicative Syllabuses Based on Methodology<\/p>\n

                                                                        \n
                                                                      • Constructing A syllabus<\/li>\n<\/ul>\n

                                                                        – Fact Finding Stage<\/p>\n

                                                                        – The basis for designing a syllabus<\/p>\n

                                                                        – Objective of the Syllabus<\/p>\n

                                                                        -Selection and Organization of the Language Content in a<\/p>\n

                                                                        syllabus<\/p>\n

                                                                         <\/p>\n

                                                                          \n
                                                                        • Discourse- Based Approach to Syllabus Design<\/li>\n<\/ul>\n

                                                                           <\/p>\n

                                                                          REFERENCES<\/strong>:<\/p>\n

                                                                           <\/p>\n

                                                                          – Dubin, Fraida and Elite Olshtain (1994). Course Design.<\/em><\/p>\n

                                                                          \u00a0\u00a0\u00a0\u00a0 <\/em>Cambridge: Cambridge University Press.<\/p>\n

                                                                           <\/p>\n

                                                                            \n
                                                                          • Munby, J. (1978) Communicative Syllabus Design.<\/em> Cambridge<\/li>\n<\/ul>\n

                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 University Press.<\/p>\n

                                                                             <\/p>\n

                                                                              \n
                                                                            • Imssalem, Nuwara. (2000). Discourse Based Approach To<\/em><\/li>\n<\/ul>\n

                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0 <\/em>\u00a0\u00a0Language Teaching and Learning<\/em>. Benghazi, Garyounis<\/p>\n

                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/em>Unversity.<\/p>\n

                                                                               <\/p>\n

                                                                                \n
                                                                              • Imssalem, Nuwara (2000) .Textbook Evaluation and Desiging a<\/li>\n<\/ul>\n

                                                                                \u00a0\u00a0 Syllabus. Benghazi , Garyounis University.<\/p>\n

                                                                                 <\/p>\n

                                                                                \u00a0Linguistics & Language Teaching<\/strong><\/p>\n

                                                                                EA51213<\/strong><\/p>\n

                                                                                \u00a0<\/strong><\/p>\n

                                                                                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.<\/p>\n

                                                                                Finally, the pedagogical implications of these linguistic theories to language, pedagogical grammars, & teaching methodology.<\/p>\n

                                                                                 <\/p>\n

                                                                                 <\/p>\n

                                                                                 <\/p>\n

                                                                                Textbooks Evaluation<\/strong><\/p>\n

                                                                                EA51214<\/strong><\/p>\n

                                                                                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.\u00a0\u00a0\u00a0<\/p>\n

                                                                                 <\/p>\n

                                                                                 <\/p>\n

                                                                                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span>M.A in Linguistics & Translation studies<\/strong><\/p>\n

                                                                                Contrastive Grammar<\/strong><\/p>\n

                                                                                Elective Course: No. ET5127<\/strong><\/p>\n

                                                                                Course Description<\/strong><\/p>\n

                                                                                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.<\/p>\n

                                                                                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.<\/p>\n

                                                                                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.<\/p>\n

                                                                                Course Outline <\/strong><\/p>\n

                                                                                  \n
                                                                                1. How are the grammar of the two languages constructed?\n
                                                                                    \n
                                                                                  1. The sentence<\/li>\n
                                                                                  2. The predicate<\/li>\n
                                                                                  3. How elements of the sentence are related<\/li>\n
                                                                                  4. Class and system<\/li>\n<\/ol>\n<\/li>\n
                                                                                  5. The verb phrase in Arabic and English\n
                                                                                      \n
                                                                                    1. Classes of Arabic verbs<\/li>\n
                                                                                    2. The model auxiliaries in English<\/li>\n
                                                                                    3. Finite and on-finite verbs in English<\/li>\n
                                                                                    4. Derived forms of the Arabic verb<\/li>\n<\/ol>\n<\/li>\n
                                                                                    5. Comparison of tenses and aspects in English and Arabic<\/li>\n
                                                                                    6. Modality bin English and Arabic<\/li>\n
                                                                                    7. Nouns in English and Arabic<\/li>\n
                                                                                    8. Number gender and case in English and Arabic<\/li>\n
                                                                                    9. Comparison of adjectives in English and Arabic<\/li>\n
                                                                                    10. Simple and compound sentences in both languages<\/li>\n<\/ol>\n

                                                                                      References<\/strong>: Aziz, Y. (1989) A Contrastive Grammar of English and Arabic. Mosul: DaarInb-Al-Athir Press.<\/p>\n

                                                                                      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<\/p>\n

                                                                                      \u00a0<\/strong><\/p>\n

                                                                                      Translation Methods<\/strong><\/p>\n

                                                                                      Compulsory Course No. ET5123<\/strong><\/p>\n

                                                                                      \u00a0<\/strong><\/p>\n

                                                                                      Course Description<\/strong><\/p>\n

                                                                                      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.<\/p>\n

                                                                                      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.<\/p>\n

                                                                                      Course Outline<\/strong><\/p>\n

                                                                                        \n
                                                                                      1. The critical Model<\/li>\n
                                                                                      2. The practical Model<\/li>\n
                                                                                      3. The linguistic Model<\/li>\n
                                                                                      4. The text Linguistic Model<\/li>\n
                                                                                      5. The sociocultural Mode<\/li>\n
                                                                                      6. The Computational Model<\/li>\n
                                                                                      7. The Psycholinguistic Model<\/li>\n<\/ol>\n

                                                                                        References:<\/strong> Neubert, A and Shreve, G. (1992) Translation as Text. Kent: Kent University Press.<\/p>\n

                                                                                        Dickens, J., Hervey, S. and Higgins, I. (2002) A Course in Translation Method: Arabic to English. London: Routledge<\/p>\n

                                                                                        Interpreting Studies<\/strong><\/p>\n

                                                                                        Elective Course: No. ET5127<\/strong><\/p>\n

                                                                                        \u00a0<\/strong><\/p>\n

                                                                                        Course Description<\/strong><\/p>\n

                                                                                        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\u2019s 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.<\/p>\n

                                                                                        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.<\/p>\n

                                                                                        This course is an attempt to unravel the process of conference interpreting and present them in a structured digestible manner.<\/p>\n

                                                                                         <\/p>\n

                                                                                        Course Outline<\/strong><\/p>\n

                                                                                          \n
                                                                                        1. <\/strong><\/li>\n<\/ol>\n
                                                                                            \n
                                                                                          • What is interpreting?<\/li>\n
                                                                                          • What is conference interpreting?<\/li>\n
                                                                                          • The context of the conference interpreter\u2019s work.<\/li>\n<\/ul>\n

                                                                                             <\/p>\n

                                                                                              \n
                                                                                            1. Basic principles of consecutive interpreting<\/strong><\/li>\n
                                                                                            2. Analysis<\/li>\n<\/ol>\n

                                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analysis of speech type<\/p>\n

                                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identification of main ideas<\/p>\n

                                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Analysis of links<\/p>\n

                                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Memory<\/p>\n

                                                                                               <\/p>\n

                                                                                              3 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Note taking in consecutive interpreting<\/strong><\/p>\n

                                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Practical points for note taking<\/p>\n

                                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What to note<\/p>\n

                                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How to note<\/p>\n

                                                                                               <\/p>\n

                                                                                              4 Simultaneous interpreting<\/strong><\/p>\n

                                                                                              The acoustic difficulties of simultaneous interpreting<\/p>\n

                                                                                              Use of equipment<\/p>\n

                                                                                              Cultivating split attention<\/p>\n

                                                                                              The techniques of simultaneous interpreting<\/p>\n

                                                                                              \u00a0<\/strong><\/p>\n

                                                                                              Reference: <\/strong><\/p>\n

                                                                                              Jones, Roderick (1998) Conference Interpreting Explained<\/em>. Manchester: St Jerome.<\/em><\/p>\n

                                                                                               <\/p>\n

                                                                                               <\/p>\n

                                                                                              Course: General Linguistics <\/u><\/p>\n

                                                                                              EL5122<\/p>\n

                                                                                              Lecturer: Prof. Rakas, M. (Ph.D. Linguistics\/Syntax) <\/u><\/p>\n

                                                                                              \u00a0<\/u><\/p>\n

                                                                                              Course outline<\/u><\/p>\n

                                                                                               <\/p>\n

                                                                                              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.<\/p>\n

                                                                                              \u00a0<\/u><\/p>\n

                                                                                              Course Description<\/u><\/p>\n

                                                                                              \u00a0<\/u><\/p>\n

                                                                                              CHAPTER ONE: History of linguistics<\/u><\/p>\n

                                                                                               <\/p>\n

                                                                                              1 Linguistic as a science and linguistic terms in practice<\/p>\n

                                                                                                \n
                                                                                              1. General and fundamental concepts and human Language properties.<\/li>\n
                                                                                              2. Linguistics and Universal Principles<\/li>\n
                                                                                              3. Ancient Grammarians<\/li>\n
                                                                                              4. The Middle ages (1100-1500), The Renaissance (14th<\/sup>-17th<\/sup> century), and the Age of Enlightenment (18th<\/sup> century)<\/li>\n
                                                                                              5. The Nineteenth Century: Linguistics becomes a Science<\/li>\n
                                                                                              6. Neo-grammarians School and Port Royal School<\/li>\n
                                                                                              7. Traditional and Structural Linguistics in the 20th<\/sup> century<\/li>\n
                                                                                              8. Structuralism<\/li>\n
                                                                                              9. T.G. Grammar<\/li>\n
                                                                                              10. Definitions: (elaboration of the term \u201cLanguage<\/em>\u201d):<\/li>\n<\/ol>\n

                                                                                                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Todd (1987)<\/p>\n

                                                                                                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sapir (1921)<\/p>\n

                                                                                                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Bloch and Trager (1942)<\/p>\n

                                                                                                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hall (1968)<\/p>\n

                                                                                                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Robins (1979a)<\/p>\n

                                                                                                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Chomsky (1957)<\/p>\n

                                                                                                  \n
                                                                                                1. Language behavior and language system<\/li>\n
                                                                                                2. Language and speech<\/li>\n
                                                                                                3. Priorities of the spoken form to the written form of language:<\/li>\n<\/ol>\n

                                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Structural priority<\/p>\n

                                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Functional priority<\/p>\n

                                                                                                    \n
                                                                                                  1. The semiotic system:<\/li>\n<\/ol>\n

                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Language arbitrariness<\/p>\n

                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Language duality<\/p>\n

                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Language discreteness<\/p>\n

                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Language productivity<\/p>\n

                                                                                                      \n
                                                                                                    1. Linguistic distinctions:<\/li>\n<\/ol>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 General and descriptive linguistics<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Synchronic and diachronic descriptions<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Theoretical and applied linguistics<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Micro-linguistics and macro-linguistics<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Descriptive and prescriptive linguistics<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Structure and system<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Twentieth century linguistics: Ferdinand de Suassure<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 More on Chomsky\u2019s linguistic theory<\/p>\n

                                                                                                      \u00a0<\/u><\/p>\n

                                                                                                      CHAPTER TWO:<\/u> Phonology (Structure and Pattern of Sounds)<\/p>\n

                                                                                                       <\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Phonetic and Phonemic Representations<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The Concept of Phoneme<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minimal Pairs<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Allophones<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Complementary Distribution<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Free Variants<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Distinctive Features<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Neutralization and Archi-phoneme<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Different Views of Phoneme<\/p>\n

                                                                                                      \u00a0<\/u><\/p>\n

                                                                                                      CHAPTER THREE<\/u>: Morphology<\/p>\n

                                                                                                       <\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Word Definition<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Word Structure<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Affixation<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Prefix, Infix and Suffix<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Inflectional Morphology<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Morphemes<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Derivational Morphology<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lexemes<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Suppletion (go\/went)<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Zero Realization (sheep\/fish\/cut I)<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Conversion (round D)<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Syncretism (Neutralization)<\/p>\n

                                                                                                      \u00a0<\/u><\/p>\n

                                                                                                      CHAPTER FOUR<\/u>: Lexicology<\/p>\n

                                                                                                       <\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parts of Speech (Grammatical Categories)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Content Words and Function Words<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Morphological Processes:<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Coining<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Acronyms<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Clippings<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Blending<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Backformation<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compounds and Compounding\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n

                                                                                                      \u00a0<\/u><\/p>\n

                                                                                                      CHAPTER FIVE<\/u>: syntax:<\/p>\n

                                                                                                       <\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Some background concepts:<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Intermediate Morph-syntactic Level<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Derivation and Syntax\u00a0<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Inflection and Syntax<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 X Heads<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Head Projection\u00a0\u00a0\u00a0<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Phrase Category<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sentence Functional Positions<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 X-bar Theory of Syntax<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Universal Phrase Marker<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Head, Complement, Adjuncts, Specifiers and max projection<\/p>\n

                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Structural Ambiguity and embedding (Subordination)<\/p>\n

                                                                                                      \u00a0<\/u><\/p>\n

                                                                                                      Source Texts<\/u>:<\/p>\n

                                                                                                       <\/p>\n

                                                                                                        \n
                                                                                                      1. Lyons, J. 1968 Theoretical Linguistics <\/u><\/em>Cambridge University Press<\/li>\n
                                                                                                      2. Crystal, D. 1980 A first Dictionary of Linguistics and Phonetics <\/u><\/em>Cambridge University Press<\/li>\n
                                                                                                      3. Lyons, J. 1981 Language and linguistics<\/u><\/em> Cambridge University Press<\/li>\n
                                                                                                      4. Edward, Y. & Whitman, R. 1981 An introduction to Linguistics<\/u><\/em> Little, Brown and Company Boston- Toronto<\/li>\n
                                                                                                      5. Akmajian, A. et al 1986 Linguistics<\/u><\/em> The MIT Press<\/li>\n
                                                                                                      6. Todd, L. 1987 An introduction to linguistics<\/u><\/em> Longman York press<\/li>\n
                                                                                                      7. Arnoff, M & Rees-Miller, J 2000 The handbook of linguistics<\/u><\/em> Blackwell Publishing<\/li>\n
                                                                                                      8. F. R. Palmer 1979: Semantics: a new outline<\/u><\/em> Cambridge University Press<\/li>\n<\/ol>\n

                                                                                                        Rakas, M. 2000 The Relative Clause in Arabic: a surface oriented study<\/u><\/em> PhD dissertation University of Malta.<\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        Course: English Practical Phonetics<\/strong><\/p>\n

                                                                                                        EL5121<\/p>\n

                                                                                                        Lecturer: Prof.. Rakas, M. (PhD Linguistics)<\/p>\n

                                                                                                         <\/p>\n

                                                                                                        The model adopted in this study is the standard Received Pronunciation (RP accent).<\/p>\n

                                                                                                         <\/p>\n

                                                                                                        English RP consonant and vowel sounds<\/p>\n

                                                                                                         <\/p>\n

                                                                                                        Sounds vs. letters<\/p>\n

                                                                                                        Consonants vs. vowels<\/p>\n

                                                                                                        Phonetic symbols.<\/p>\n

                                                                                                        International Phonetic Alphabets (IPA)<\/p>\n

                                                                                                         <\/p>\n

                                                                                                        Speech mechanism (speech production)<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 – Respiratory system<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Egressive and ingressive airstream mechanisms<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 – Phonatory system<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 States of glottis<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 voicing<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 – Articulatory system<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Articulators (speech organs)<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Place of articulation and passive speech organs.<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Manner of articulation.<\/p>\n

                                                                                                         <\/p>\n

                                                                                                        Ear Training Program: intensive ear-tongue practice to discriminate the 26 various vowel qualities in different phonetic environments, i.e. in initial, medial and final positions, before voiceless and voiced consonants.<\/p>\n

                                                                                                         <\/p>\n

                                                                                                        Consonantal obstacles<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \/P\/b\/<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \/\u0283\/t\u0283\/<\/p>\n

                                                                                                        \/\u0292\/d\u0292\/<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \/\u019e\/<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \/\u027b\/<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 etc.<\/p>\n

                                                                                                         <\/p>\n

                                                                                                        The Cardinal Vowel Theory (Denial Jones’s system)<\/p>\n

                                                                                                         <\/p>\n

                                                                                                        Vocalic obstacles<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \/i\/e\/<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \/\u03fd:\/\u0259u\/<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \/au\u0259\/\u0259u\u0259\/<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 etc.\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n

                                                                                                         <\/p>\n

                                                                                                        Practical sessions: Strong and Weak forms in words, phrases and sentence<\/p>\n

                                                                                                        Phonetic transcript training<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Intensive text dictation<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Words<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Phrases<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Connected speech<\/p>\n

                                                                                                         <\/p>\n

                                                                                                        The notion of syllable<\/p>\n

                                                                                                         <\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 English stress pattern (intensive ear training)<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Primary stress<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Secondary stress<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Unstressed\/unaccented syllable<\/p>\n

                                                                                                        Application<\/p>\n

                                                                                                         <\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Topics of conversation in open seminar sessions.<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Vowel identification<\/p>\n

                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Stress identification<\/p>\n

                                                                                                        Overall training sessions<\/p>\n

                                                                                                         <\/p>\n

                                                                                                        Readings<\/u><\/p>\n

                                                                                                         <\/p>\n

                                                                                                        O’Connor, J.D. (1976) A course of English Pronunciation<\/em> The British Broadcasting Corporation<\/p>\n

                                                                                                        Roach, P. (1999) English Phonetics and Phonology: a practical course<\/em> Cambridge University Press<\/p>\n

                                                                                                        Hooke, R. & Rowell, J. (1982) A Handbook of English Pronunciation<\/em> Edward Arnold<\/p>\n

                                                                                                        Wells. J.C. $ Colson, G. (1978) Practical Phonetics<\/em> Pitman<\/p>\n

                                                                                                        Rakas, M. (2008b) Some Problematic Issues Facing Libyan Arab Learners of English <\/em>Journal of Arts issue 30 Benghazi University\u00a0\u00a0<\/p>\n

                                                                                                         <\/p>\n

                                                                                                        Course: Morphology EL51211<\/u><\/strong><\/p>\n

                                                                                                        \u00a0<\/u><\/strong><\/p>\n

                                                                                                        Lecturer: Prof. Rakas, M. \u00a0(Ph.D. Linguistics)<\/u><\/p>\n

                                                                                                        Nov. 2018<\/u><\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        Course outline<\/u><\/p>\n

                                                                                                         <\/p>\n

                                                                                                        Morphology is often defined as the study of word structure. It is an intermediate hierarchal level linking phonology and syntax in human languages. It is connected to the lower phonological level through an intermediate morpho-phonemic level and connected to a higher syntactic level through an intermediate morpho-syntactic level. Cross-linguistically, morphology is the level, where lexical heads are derived in the Derivational morphology, and the phi-features are assigned by the Inflectional morphology for sentences interpretation in syntax. Hence, the morphological component in human languages subsumes two interacted morphologies, viz. the Lexical (Derivational) morphology and the Inflectional morphology. Phonology projects syllables into lexical morphology to build up lexical heads, which in turn project their endocentric phrases. Phrases are projected into syntax to fill out the sentence syntactic positions. Inflectional morphology projects the grammatical features needed for sentence interpretation in syntax, i.e. subject-verb agreement, declension features (e.g. gender, number, person, case, definiteness, etc.), and conjugation features (e.g. tense, aspect, mood, modality, etc.). These phi-features are needed at the syntactic level to display the grammatical relations holding among functional syntactic positions in sentences deep structure. The sentence syntactic positions are realized through lexical phrase categories, and the inflectional features are indicated by morphological markers such as affixation and zero realization. Lexicology is often prescribed for word formation processes such as compounding, acronyms, clippings, blends, coinage, back formation, etc. Generalized morphological principles and word formation rules, regularities between inflectional properties and morphological markers, etc should be considered.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n

                                                                                                        \u00a0<\/u><\/p>\n

                                                                                                        Course Description<\/u><\/p>\n

                                                                                                         <\/p>\n

                                                                                                        Morphology: The Study of Word Structure<\/p>\n

                                                                                                          \n
                                                                                                        1. Words: some basic notions<\/li>\n<\/ol>\n

                                                                                                          \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 1.1 Phonetic\/Phonological information<\/p>\n

                                                                                                            \n
                                                                                                          1. 2 Lexical structure information<\/li>\n<\/ol>\n

                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 1.3 Syntactic information<\/p>\n

                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 1.4 Semantic information<\/p>\n

                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 1.5 Pragmatic information<\/p>\n

                                                                                                            2, Some Basic Questions of Morphology<\/p>\n

                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2.1 What are words?<\/p>\n

                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2.2 What are the basic building blocks in complex words?<\/p>\n

                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2.3 How is the meaning of a complex word related to the meaning of its parts<\/p>\n

                                                                                                            2.4 How are individual words of a language relate to other words of the language?<\/p>\n

                                                                                                            3, Complex Words and Morphemes<\/p>\n

                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 3.1 Morphemes<\/p>\n

                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 3.2 basic morpheme, stem and root<\/p>\n

                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 3.3 English morphology<\/p>\n

                                                                                                              \n
                                                                                                            1. Grammatical (Lexical) categories (parts of speech<\/li>\n<\/ol>\n

                                                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4.1 Nouns<\/p>\n

                                                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4.2 Verbs<\/p>\n

                                                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4.3 Adjectives<\/p>\n

                                                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4.4 Adverbs<\/p>\n

                                                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4.5 Prepositions<\/p>\n

                                                                                                              \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4.6 Reduplication<\/p>\n

                                                                                                                \n
                                                                                                              1. Open versus closed class words<\/li>\n<\/ol>\n

                                                                                                                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5.1 Lexical and functional categories<\/p>\n

                                                                                                                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5.2 Telegraphic speech<\/p>\n

                                                                                                                \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5.3 Internal cohesion and external distribution<\/p>\n

                                                                                                                  \n
                                                                                                                1. Morphemes<\/li>\n<\/ol>\n

                                                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 6.1 Free morpheme\u00a0\u00a0\u00a0\u00a0<\/p>\n

                                                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 6.1.1 Open-class words<\/p>\n

                                                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 6.1.2 Closed-class words<\/p>\n

                                                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 6.2 Bound morpheme<\/p>\n

                                                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 6.2.1 Affixes<\/p>\n

                                                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 6.2.1 Prefixes<\/p>\n

                                                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 6.2.2 Infixes<\/p>\n

                                                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 6.2.3 Suffixes<\/p>\n

                                                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 6.2.4 Circumfixes\u00a0\u00a0<\/p>\n

                                                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 6.2.2 Bound bases<\/p>\n

                                                                                                                  \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 6.2.3 Contracted forms<\/p>\n

                                                                                                                    \n
                                                                                                                  1. Neologism (creating new words and changing the meaning of words<\/li>\n<\/ol>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.1 Coined words<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.2 Acronyms<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.3 Alphabetic abbreviation<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.4 Clippings<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.5 Blends<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.6 Generified words<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.7 Proper nouns<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.8 Borrowings<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.8.1Direct borrowings<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.8.2 Indirect borrowings<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.9 Changing the meaning of words<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.10 Changing the part of speech<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.11 Metaphorical extension<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.12 Broadening<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.13 Narrowing<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.14 Semantic shift<\/p>\n

                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.15 Reversals<\/p>\n

                                                                                                                      \n
                                                                                                                    1. Word formation rules<\/li>\n<\/ol>\n

                                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 8.1 Compounds and compounding<\/p>\n

                                                                                                                        \n
                                                                                                                      1. The agentive suffix \u2013er<\/em><\/strong><\/li>\n
                                                                                                                      2. The \u2013able<\/em><\/strong> suffix<\/li>\n
                                                                                                                      3. The diminutive suffix y\/ie<\/em><\/strong><\/li>\n
                                                                                                                      4. Backformation<\/li>\n<\/ol>\n

                                                                                                                        13 Morphological processes<\/p>\n

                                                                                                                        13.1 Suppletion<\/p>\n

                                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 13.2 Zero realization<\/p>\n

                                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 13.3 Conversion<\/p>\n

                                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 13.4 others<\/p>\n

                                                                                                                          \n
                                                                                                                        1. Inflectional versus Derivational morphology<\/li>\n<\/ol>\n

                                                                                                                          \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 14.1 Problematic aspects of morphological analysis<\/p>\n

                                                                                                                          \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 14.2 Productivity<\/p>\n

                                                                                                                          \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 14.3 False analysis<\/p>\n

                                                                                                                          \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 14.4 Bound base morpheme<\/p>\n

                                                                                                                            \n
                                                                                                                          1. Special topics<\/li>\n<\/ol>\n

                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 15.1 The meaning of complex words<\/p>\n

                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 15.2 More on compounding<\/p>\n

                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 15.3 Morphological anaphora<\/p>\n

                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 15.4 Classes of Derivational affixes<\/p>\n

                                                                                                                             <\/p>\n

                                                                                                                            Further notions<\/u><\/p>\n

                                                                                                                             <\/p>\n

                                                                                                                            Morpho-phonemic intermediate level: links the morphological\u00a0 and the phonological levels in human languages.<\/p>\n

                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Meaning (semantics) and function (grammar)<\/p>\n

                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lexical (derivational) categories<\/p>\n

                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Grammatical (inflectional) properties<\/p>\n

                                                                                                                             <\/p>\n

                                                                                                                            Morpho-syntactic intermediate level: connects the morphological and the syntactic levels in human languages\u00a0\u00a0<\/p>\n

                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Phi-features assignment (inflection)<\/p>\n

                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Head projection (derivation)<\/p>\n

                                                                                                                            \u00a0<\/u><\/p>\n

                                                                                                                            Advanced Morphology<\/u><\/p>\n

                                                                                                                            \u00a0<\/u><\/p>\n

                                                                                                                            Words and morphemes<\/p>\n

                                                                                                                            \u00a0Morphemes and Morphs<\/p>\n

                                                                                                                            The analysis of words<\/p>\n

                                                                                                                            The order of morphs and the order of morphemes<\/p>\n

                                                                                                                            Lexical morphology<\/p>\n

                                                                                                                             <\/p>\n

                                                                                                                            Further Readings<\/u><\/p>\n

                                                                                                                            \u00a0<\/u><\/p>\n

                                                                                                                            Akmajian, A. et al (2001) Linguistics: An Introduction to Language and Communication<\/em> Massachusetts Institute of Technology (MIT) Press<\/p>\n

                                                                                                                            Radford, A. (1988) Transformational Grammar<\/em> Cambridge University Press<\/p>\n

                                                                                                                            Matthews, P. (1074) Morphology<\/em> Cambridge University Press<\/p>\n

                                                                                                                            Brown, E. & Miller (1980) Syntax: A Linguistic introduction to sentence Structure<\/em> Hutchinson University Library.<\/p>\n

                                                                                                                            Crane, L. et al (1981) An Introduction to Linguistics<\/em> Little Brown & Company Canada.<\/p>\n

                                                                                                                            Lyons. J. (1995) Introduction to Theoretical Linguistics Cambridge University Press.<\/p>\n

                                                                                                                            Fassi Fehri, A. (1993) Issues in the Structure of Arabic Clauses and Words<\/em> London\/Boston Kluwer Academic Publishers.<\/p>\n

                                                                                                                            <\/strong><\/p>\n

                                                                                                                            Linguistics for Translation<\/strong><\/p>\n

                                                                                                                            Elective Course: No. ET51212<\/strong><\/p>\n

                                                                                                                            Course Description<\/strong><\/p>\n

                                                                                                                            This course is about the relationship between linguistics and translation theory. Many linguists have no interest in translation theory, and some translation theorists are increasingly declaring that linguistics has nothing to offer their discipline. There are many things in translation which can only be described and explained by linguistics. Further, a translator who lacks at least a basic knowledge of linguistics is somebody who is working with an incomplete toolkit.<\/p>\n

                                                                                                                            Since what might be called the ‘ heroic age ‘ of linguistically-oriented translation studies extended from the mid-1950s to the mid-1980s, it is only right that these classic texts receive their due attention throughout the course.<\/p>\n

                                                                                                                            In relation to some of these developments, there are many areas of translation studies where much more linguistic research is needed. There has been a tendency for translation theorists to make a proposal and then pass on, leaving the ground largely unbroken.<\/p>\n

                                                                                                                             <\/p>\n

                                                                                                                            Course Outline<\/strong><\/p>\n

                                                                                                                              \n
                                                                                                                            1. Translation Techniques<\/li>\n
                                                                                                                            2. Translation as ‘ analogy’<\/li>\n
                                                                                                                            3. Translation as ‘adequacy’<\/li>\n
                                                                                                                            4. Concretization<\/li>\n
                                                                                                                            5. Compensation<\/li>\n<\/ol>\n

                                                                                                                               <\/p>\n

                                                                                                                              2\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Vinay and Darbe1net approach<\/p>\n

                                                                                                                                \n
                                                                                                                              1. Borrowing<\/li>\n<\/ol>\n

                                                                                                                                b Calque<\/p>\n

                                                                                                                                  \n
                                                                                                                                1. Literal translation<\/li>\n
                                                                                                                                2. Transposition<\/li>\n
                                                                                                                                3. Modulation<\/li>\n
                                                                                                                                4. Equivalence<\/li>\n
                                                                                                                                5. Adaptation<\/li>\n<\/ol>\n

                                                                                                                                   <\/p>\n

                                                                                                                                    \n
                                                                                                                                  1. Beyond the Sentence: Context and Register<\/li>\n
                                                                                                                                  2. Context<\/li>\n
                                                                                                                                  3. Communicative event and register<\/li>\n
                                                                                                                                  4. Register<\/li>\n
                                                                                                                                  5. Register and language user<\/li>\n
                                                                                                                                  6. Register and language use<\/li>\n
                                                                                                                                  7. Register in practice<\/li>\n
                                                                                                                                  8. Text Structure<\/li>\n<\/ol>\n

                                                                                                                                    Theme\/rheme and functional sentence perspective<\/p>\n

                                                                                                                                    Cohesion<\/p>\n

                                                                                                                                    Cohesion through repetition<\/p>\n

                                                                                                                                    Cohesion through ellipsis<\/p>\n

                                                                                                                                    Cohesion through reference<\/p>\n

                                                                                                                                    Coherence<\/p>\n

                                                                                                                                    Fawcett, Peter (2003) Translation and Language <\/strong>Linguistic Theories Explained. <\/em><\/p>\n

                                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/em>Manchester: St Jerome.<\/p>\n

                                                                                                                                     <\/p>\n

                                                                                                                                     <\/p>\n

                                                                                                                                    Research Methodology\u00a0 <\/strong><\/p>\n

                                                                                                                                    ETL5126<\/strong><\/p>\n

                                                                                                                                    \u00a0<\/span><\/p>\n

                                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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.<\/p>\n

                                                                                                                                     <\/p>\n

                                                                                                                                     <\/p>\n

                                                                                                                                     <\/p>\n

                                                                                                                                     <\/p>\n

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                                                                                                                                     <\/p>\n

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                                                                                                                                     <\/p>\n

                                                                                                                                     <\/p>\n

                                                                                                                                     <\/p>\n

                                                                                                                                     <\/p>\n

                                                                                                                                     <\/p>\n

                                                                                                                                     <\/p>\n

                                                                                                                                     <\/p>\n

                                                                                                                                    English Grammar\u00a0\u00a0\u00a0 <\/strong><\/p>\n

                                                                                                                                    EL51210<\/strong><\/p>\n

                                                                                                                                    \u00a0<\/strong><\/p>\n

                                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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.\u00a0 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. \u00a0\u00a0Prepositional 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.<\/em><\/strong><\/p>\n

                                                                                                                                    \u00a0<\/em><\/strong>\u00a0<\/em><\/strong><\/p>\n

                                                                                                                                    Semantics & pragmatics<\/strong><\/p>\n

                                                                                                                                    \u00a0EL5124<\/strong><\/p>\n

                                                                                                                                    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Students will be introduced to issues in relation to the problem of defining meaning. The word meaning, reference and sense. Various sense relations, synonymy, and antonym. Basic semantic notions: token and type, denotation and connotation. Ogden and Richard\u2019s idea of meaning (triangle of signification) De Saussure\u2019s idea of signifier and signified.\u00a0 Behaviorists\u2019 idea of meaning (Bloomfield) Sentence meaning based on the truth value table and necessary conditions, logic and meaning. Meaning of speech acts theory.<\/p>\n

                                                                                                                                    \u00a0<\/em><\/strong><\/p>\n

                                                                                                                                    Course: General Linguistics <\/u><\/p>\n

                                                                                                                                    Program: M.A Linguistics <\/u><\/p>\n

                                                                                                                                    Lecturer: Prof. Rakas, M. (Ph.D. Linguistics\/Syntax) <\/u><\/p>\n

                                                                                                                                    \u00a0<\/u><\/p>\n

                                                                                                                                    Course outline<\/u><\/p>\n

                                                                                                                                     <\/p>\n

                                                                                                                                    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.<\/p>\n

                                                                                                                                    \u00a0<\/u><\/p>\n

                                                                                                                                    Course Description<\/u><\/p>\n

                                                                                                                                    \u00a0<\/u><\/p>\n

                                                                                                                                    CHAPTER ONE: History of linguistics<\/u><\/p>\n

                                                                                                                                     <\/p>\n

                                                                                                                                    1 Linguistic as a science and linguistic terms in practice<\/p>\n

                                                                                                                                      \n
                                                                                                                                    1. General and fundamental concepts and human Language properties.<\/li>\n
                                                                                                                                    2. Linguistics and Universal Principles<\/li>\n
                                                                                                                                    3. Ancient Grammarians<\/li>\n
                                                                                                                                    4. The Middle ages (1100-1500), The Renaissance (14th<\/sup>-17th<\/sup> century), and the Age of Enlightenment (18th<\/sup> century)<\/li>\n
                                                                                                                                    5. The Nineteenth Century: Linguistics becomes a Science<\/li>\n
                                                                                                                                    6. Neo-grammarians School and Port Royal School<\/li>\n
                                                                                                                                    7. Traditional and Structural Linguistics in the 20th<\/sup> century<\/li>\n
                                                                                                                                    8. Structuralism<\/li>\n
                                                                                                                                    9. T.G. Grammar<\/li>\n
                                                                                                                                    10. Definitions: (elaboration of the term \u201cLanguage<\/em>\u201d):<\/li>\n<\/ol>\n

                                                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Todd (1987)<\/p>\n

                                                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sapir (1921)<\/p>\n

                                                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Bloch and Trager (1942)<\/p>\n

                                                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hall (1968)<\/p>\n

                                                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Robins (1979a)<\/p>\n

                                                                                                                                      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Chomsky (1957)<\/p>\n

                                                                                                                                        \n
                                                                                                                                      1. Language behavior and language system<\/li>\n
                                                                                                                                      2. Language and speech<\/li>\n
                                                                                                                                      3. Priorities of the spoken form to the written form of language:<\/li>\n<\/ol>\n

                                                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Structural priority<\/p>\n

                                                                                                                                        \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Functional priority<\/p>\n

                                                                                                                                          \n
                                                                                                                                        1. The semiotic system:<\/li>\n<\/ol>\n

                                                                                                                                          \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Language arbitrariness<\/p>\n

                                                                                                                                          \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Language duality<\/p>\n

                                                                                                                                          \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Language discreteness<\/p>\n

                                                                                                                                          \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Language productivity<\/p>\n

                                                                                                                                            \n
                                                                                                                                          1. Linguistic distinctions:<\/li>\n<\/ol>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 General and descriptive linguistics<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Synchronic and diachronic descriptions<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Theoretical and applied linguistics<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Micro-linguistics and macro-linguistics<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Descriptive and prescriptive linguistics<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Structure and system<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Twentieth century linguistics: Ferdinand de Suassure<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 More on Chomsky\u2019s linguistic theory<\/p>\n

                                                                                                                                            \u00a0<\/u><\/p>\n

                                                                                                                                            CHAPTER TWO:<\/u> Phonology (Structure and Pattern of Sounds)<\/p>\n

                                                                                                                                             <\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Phonetic and Phonemic Representations<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The Concept of Phoneme<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minimal Pairs<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Allophones<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Complementary Distribution<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Free Variants<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Distinctive Features<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Neutralization and Archi-phoneme<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Different Views of Phoneme<\/p>\n

                                                                                                                                            \u00a0<\/u><\/p>\n

                                                                                                                                            CHAPTER THREE<\/u>: Morphology<\/p>\n

                                                                                                                                             <\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Word Definition<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Word Structure<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Affixation<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Prefix, Infix and Suffix<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Inflectional Morphology<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Morphemes<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Derivational Morphology<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lexemes<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Suppletion (go\/went)<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Zero Realization (sheep\/fish\/cut I)<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Conversion (round D)<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Syncretism (Neutralization)<\/p>\n

                                                                                                                                            \u00a0<\/u><\/p>\n

                                                                                                                                            CHAPTER FOUR<\/u>: Lexicology<\/p>\n

                                                                                                                                             <\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parts of Speech (Grammatical Categories)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Content Words and Function Words<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Morphological Processes:<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Coining<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Acronyms<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Clippings<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Blending<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Backformation<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Compounds and Compounding\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n

                                                                                                                                            \u00a0<\/u><\/p>\n

                                                                                                                                            CHAPTER FIVE<\/u>: syntax:<\/p>\n

                                                                                                                                             <\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Some background concepts:<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Intermediate Morph-syntactic Level<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Derivation and Syntax\u00a0<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Inflection and Syntax<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 X Heads<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Head Projection\u00a0\u00a0\u00a0<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Phrase Category<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sentence Functional Positions<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 X-bar Theory of Syntax<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Universal Phrase Marker<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Head, Complement, Adjuncts, Specifiers and max projection<\/p>\n

                                                                                                                                            \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Structural Ambiguity and embedding (Subordination)<\/p>\n

                                                                                                                                            \u00a0<\/u><\/p>\n

                                                                                                                                            Source Texts<\/u>:<\/p>\n

                                                                                                                                             <\/p>\n

                                                                                                                                              \n
                                                                                                                                            1. Lyons, J. 1968 Theoretical Linguistics <\/u><\/em>Cambridge University Press<\/li>\n
                                                                                                                                            2. Crystal, D. 1980 A first Dictionary of Linguistics and Phonetics <\/u><\/em>Cambridge University Press<\/li>\n
                                                                                                                                            3. Lyons, J. 1981 Language and linguistics<\/u><\/em> CambridgeUniversity Press<\/li>\n
                                                                                                                                            4. Edward, Y. & Whitman, R. 1981 An introduction to Linguistics<\/u><\/em> Little, Brown and Company Boston- Toronto<\/li>\n
                                                                                                                                            5. Akmajian, A. et al 1986 Linguistics<\/u><\/em> The MIT Press<\/li>\n
                                                                                                                                            6. Todd, L. 1987 An introduction to linguistics<\/u><\/em> Longman York press<\/li>\n
                                                                                                                                            7. Arnoff, M & Rees-Miller, J 2000 The handbook of linguistics<\/u><\/em> Blackwell Publishing<\/li>\n
                                                                                                                                            8. F. R. Palmer 1979: Semantics: a new outline<\/u><\/em> Cambridge University Press<\/li>\n<\/ol>\n

                                                                                                                                              Rakas, M. 2000 The Relative Clause in Arabic: a surface-oriented study<\/u><\/em> PhD dissertation University of Malta.<\/p>\n

                                                                                                                                              \n[\/et_pb_accordion_item][et_pb_accordion_item title=”\u0623\u0639\u0636\u0627\u0621 \u0647\u064a\u0626\u0629 \u0627\u0644\u062a\u062f\u0631\u064a\u0633” _builder_version=”4.4.7″ toggle_text_align=”right” custom_css_main_element=”direction: ltr;” hover_enabled=”0″]<\/p>\n

                                                                                                                                              Teaching Staff Members:<\/em><\/p>\n

                                                                                                                                                \n
                                                                                                                                              1. <\/em> Nuwara Mohamed Imssalam<\/em><\/li>\n
                                                                                                                                              2. <\/em> Ahmed Mohamed Abounowara<\/em><\/li>\n
                                                                                                                                              3. <\/em> Ramadan Ahmed AlMejrab<\/em><\/li>\n
                                                                                                                                              4. <\/em> Mohamed Salem Rakas<\/em><\/li>\n
                                                                                                                                              5. <\/em> Naji Mahmud Hemri<\/em><\/li>\n
                                                                                                                                              6. <\/em> Khadeja K. Abouaroush<\/em><\/li>\n
                                                                                                                                              7. <\/em> Amina M. B. Megheirbi<\/em><\/li>\n
                                                                                                                                              8. <\/em> Entisar O. El-Werfaly<\/em><\/li>\n
                                                                                                                                              9. <\/em> Youssif Z. Omar<\/em><\/li>\n<\/ol>\n

                                                                                                                                                [\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][et_pb_column type=”1_4″ _builder_version=”4.4.3″ custom_padding=”|||” custom_padding__hover=”|||”][et_pb_sidebar orientation=”right” area=”et_pb_widget_area_1″ _builder_version=”4.4.3″ text_orientation=”right”][\/et_pb_sidebar][et_pb_sidebar orientation=”right” _builder_version=”4.4.3″ text_orientation=”right”][\/et_pb_sidebar][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"

                                                                                                                                                [et_pb_section fb_built=”1″ admin_label=”Related Services” _builder_version=”4.0.7″ background_color=”#f7f7f7″ collapsed=”on”][et_pb_row column_structure=”3_4,1_4″ _builder_version=”4.4.3″ module_alignment=”center” custom_margin=”||||false|false” collapsed=”off”][et_pb_column type=”3_4″ module_class=”bg-white rounded-lg overflow-hidden border-t border-l border-r border-gray-400 p-4 p-10 pulled-coll” _builder_version=”4.4.3″ vertical_offset=”-139px” custom_padding=”32px|48px|32px|48px|false|false” custom_padding_tablet=”|32px||32px|false|false” custom_padding_phone=”|12px||12px|false|false” custom_padding_last_edited=”on|desktop”][et_pb_text _builder_version=”4.4.7″ hover_enabled=”0″] \u0627\u0644\u0645\u0642\u062f\u0645\u0629 \u0646\u0638\u0631\u0627\u064b \u0644\u0644\u0625\u0639\u062f\u0627\u062f \u0627\u0644\u0643\u0628\u064a\u0631\u0629 \u0627\u0644\u062a\u064a \u062a\u0631\u063a\u0628 \u0641\u064a \u0627\u0644\u0627\u0644\u062a\u062d\u0627\u0642 \u0628\u0628\u0631\u0646\u0627\u0645\u062c \u0627\u0644\u062f\u0631\u0627\u0633\u0627\u062a \u0627\u0644\u0639\u0644\u064a\u0627 \u0628\u0642\u0633\u0645 \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0627\u0646\u062c\u0644\u064a\u0632\u064a\u0629 \u0648\u0643\u0630\u0644\u0643 \u062a\u0639\u0644\u064a\u0645\u0627\u062a \u0625\u062f\u0627\u0631\u0629 \u0627\u0644\u062f\u0631\u0627\u0633\u0627\u062a \u0627\u0644\u0639\u0644\u064a\u0627 \u0648\u0627\u0644\u062a\u062f\u0631\u064a\u0628 \u0628\u0627\u0644\u062c\u0627\u0645\u0639\u0629\u00a0 \u0628\u0642\u0628\u0648\u0644 \u0627\u0644\u0645\u0639\u064a\u062f\u064a\u0646 \u0628\u062f\u0648\u0646 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":353,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":""},"acf":[],"_links":{"self":[{"href":"https:\/\/sci.uob.edu.ly\/ar\/wp-json\/wp\/v2\/pages\/1043"}],"collection":[{"href":"https:\/\/sci.uob.edu.ly\/ar\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sci.uob.edu.ly\/ar\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sci.uob.edu.ly\/ar\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sci.uob.edu.ly\/ar\/wp-json\/wp\/v2\/comments?post=1043"}],"version-history":[{"count":0,"href":"https:\/\/sci.uob.edu.ly\/ar\/wp-json\/wp\/v2\/pages\/1043\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/sci.uob.edu.ly\/ar\/wp-json\/wp\/v2\/pages\/353"}],"wp:attachment":[{"href":"https:\/\/sci.uob.edu.ly\/ar\/wp-json\/wp\/v2\/media?parent=1043"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}