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    Eng 113 Linguistics Course Outline

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    Celine Phil
    This 3 credit course provides an introduction to linguistics for language teachers. It aims to deepen teachers' understanding of linguistics and examine linguistic findings and their relevance to language teaching. The course will help equip teachers with linguistically informed teaching strategies and a better understanding of the nature of language in the Guyanese context. The course involves a combination of lectures, group work, presentations and a final test. Assessment is based on individual and group assignments, a final test, and final examination.

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    Eng 113 Linguistics Course Outline

    Uploaded by

    Celine Phil
    79 views4 pages
    This 3 credit course provides an introduction to linguistics for language teachers. It aims to deepen teachers' understanding of linguistics and examine linguistic findings and their relevance to language teaching. The course will help equip teachers with linguistically informed teaching strategies and a better understanding of the nature of language in the Guyanese context. The course involves a combination of lectures, group work, presentations and a final test. Assessment is based on individual and group assignments, a final test, and final examination.

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    This 3 credit course provides an introduction to linguistics for language teachers. It aims to deepen teachers' understanding of linguistics and examine linguistic findings and their relevance to language teaching. The course will help equip teachers with linguistically informed teaching strategies and a better understanding of the nature of language in the Guyanese context. The course involves a combination of lectures, group work, presentations and a final test. Assessment is based on individual and group assignments, a final test, and final examination.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    79 views4 pages

    Eng 113 Linguistics Course Outline

    Uploaded by

    Celine Phil
    This 3 credit course provides an introduction to linguistics for language teachers. It aims to deepen teachers' understanding of linguistics and examine linguistic findings and their relevance to language teaching. The course will help equip teachers with linguistically informed teaching strategies and a better understanding of the nature of language in the Guyanese context. The course involves a combination of lectures, group work, presentations and a final test. Assessment is based on individual and group assignments, a final test, and final examination.

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    © All Rights Reserved
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    of 4

    MINISTRY OF EDUCATION

    CYRIL POTTER COLLEGE OF EDUCATION


    ENGLISH DEPARTMENT

    ENG 113
    INTRODUCTION TO LINGUISTICS

    COURSE: ENG 113


    CREDITS: Three (3)
    EXEMPTIONS: NIL
    PRE-REQUISITE: ENG NIL
    FOLLOW-ON COURSE: NIL

    DESCRIPTION
    This course recognizes that linguistics offers concepts, methods of description, analysis and factual
    data about language resulting from nearly four decades of systematic inquiry, and that these could
    provide useful knowledge for the teacher who could apply some of this knowledge to the teaching
    of Language arts. It recognizes too that linguistically sound principles can be expected to produce
    satisfactory results only when used by teachers who are linguistically knowledgeable.

    This course therefore, seeks to provide teachers with the opportunity to deepen their understanding
    of the work of linguistics, to examine some linguistic findings, and to determine the relevance of
    these findings to the teaching of language arts. It is hoped that this course would also provide a
    base for teachers who would later extend or expand their knowledge in this area.

    It is essential for every language teacher to become equipped with linguistically informed teaching
    strategies. However, it is not only enough to be equipped with teaching strategies, but to
    understand the intricate and dynamic nature of language especially related to our Guyanese
    linguistic context. Being linguistically equipped and enlightened, therefore, translates into the
    benefit for all involved in the language teaching and learning processes.

    COURSE OBJECTIVES
    Upon successful completion of this course, teacher candidates would be able to:
     Be knowledgeable about linguistic principles
     Examine findings of linguistic research
     Discuss relevance of linguistic principles to language teaching
     Develop programmes and methods for effective use of linguistic principles
     Develop a deeper awareness and understanding of language.

    MODALITY FOR COURSE DELIVERY


    This course is scheduled for three hours per week. Teacher candidates are required to attend a one
    hour face-to-face session/ in-class session weekly. The other two hours must be spent in self-study,
    at which time assigned tasks would be completed.
    CONTENT
    WEEK/ TOPICS
    S

    Page 1 of 4
    1 Definition of language, characteristics of language
    Introduction to linguistics, definition of branches of linguistics

    2 Introduction to Phonetics, Phonetics and IPA


    IPA Symbols and sound systems

    3 Phonemes and allomorphs, suprasegmentals


    Phonetic transcription

    4 Phonological Analysis; human vocal apparatus


    Distinctive features; place and manner of articulation

    5 Phonological processes, analysis


    Introduction to Morphology; identifying morphemes

    6 Bound and free morphemes


    Word formation processes; Morphs and allomorphs
    Submission of individual assignment-

    7 Introduction to syntax
    Phrase structure rules; tree diagram
    8 Syntax and sentence types
    Deep and surface structure
    9 Semantics and linguistic meaning
    Semantics and multiple word meaning

    10 Pragmatics and content; reference, inference, anaphora, presupposition.


    Pragmatics and speech act theory; types of speech acts, direct and indirect speech acts,
    linguistic politeness, cultural differences in politeness.
    11 Sociolinguistic and Creole language studies

    12 Group presentations
    13 Language acquisition; nature and nurture
    Language acquisition and teaching
    FINAL TEST
    Final Examinations

    TEACHING & LEARNING METHODOLOGY


    Lectures
    Research
    Debate
    Dramatization
    Group Work
    PowerPoint Presentations
    Graphic organizers
    Guest lectures
    Videos
    Discussion board
    COURSE WORK
    Course Work: Individual assignment 30 marks
    Group assignment 30 marks
    Final test 40 marks
    Total = 100%
    Examination = 100%

    READINGS
    Allsopp, J. and J. R. Rickford, eds. Language, Culture, and Caribbean Identity. Kingston: Canoe
    Press, 2012.

    Birner, Betty. ed. “Language Acquisition”. Linguistic Society of America. [Undated Pamphlet].

    Page 2 of 4
    “Broca’s Area, Wernicke’s Area, and Other Language-Processing Areas in the Brain”. McGill
    University. http://thebrain.mcgill.ca/flash/d/d_10/d_10_cr/d_10_cr_lan/d_10_cr_lan.html.
    Accessed on: November 28, 2011
    Charter on Language Policy and Language Rights in the Creole-Speaking Caribbean. Jamaica:
    International Centre for Caribbean Language Research (ICCLR), 2011

    Craig, Dennis. Teaching language and literacy: Policies and procedures for vernacular situations.
    Georgetown, Guyana: Education and Development Services, 1999.

    Craig, Dennis. “Education and Creole English in West Indian” (371-379) in Hymes, Dell, ed.
    Pidginisation and Creolisation of Languages. Cambridge: Cambridge University Press,
    1971.

    Craig, Dennis. “The Use of the vernacular in West Indian Education” (99-117) in Simmons-
    McDonald, Hazel and Ian Robertson. Exploring the Boundaries of Caribbean Creole
    Languages. Kingston: University of the West Indies Press, 2006.

    Crystal, David. The Cambridge Encyclopaedia of Language. Cambridge


    University Press. NY. 1995.
    Crystal, David. Language and the Internet. Cambridge: Cambridge University Press, 2006.
    Devonish, Hubert. Language & Liberation: Creole Language Politics in the Caribbean. Kingston:
    Arawak Publications, 2007.
    Fromkin, Victoria, Robert Rodman and Nina Hymes. An Introduction to Language. Boston:
    Thonson Wadsworth, 2007.
    Holmes, Janet. An Introduction to Sociolinguistics. New York: Pearson Education Ltd., 2008

    Jacobs, Roderick. A. English syntax. Oxford University Press. Oxford,


    1993.
    James, Carl. Errors in Language Learning and Use: Exploring Error Analysis. London: Longman,
    1998.

    Jenkins, Jennifer. The Phonology of English as an International Language. Oxford: Oxford


    University Press, 2000.
    Knight, Rachael-Ann. Phonetics. A Coursebook. Cambridge: Cambridge University Press, 2012.
    Pinker, Steven. The Language Instinct. New York: Harper Perennial Modern Classics, 2007.

    Romaine, Suzanne. Language in Society. New York: Oxford University Press Inc., 2000

    Trudgill, Peter. Sociolinguistics: An Introduction to Language and Society, 4th Edition. England:
    Penguin Books, 2000

    UNESCO. “The Use of the Vernacular in Education”. Monograph. Vienna, 1953

    UNESCO. “Mother Tongue Matters: Local Language as a Key to Effective Learning.” Paris, 2003

    Wardhaugh, Ronald and Janet Fuller. An Introduction to Sociolinguistics, 7th Edition. Oxford:
    Wiley Blackwell, 2015
    Winkler, Elizabeth G. Understanding Language. Continuum, 2007.
    Yule, George D. (et. al.) The Study of Language. Ninth Edition.
    Cambridge University Press Great Britain, 2003.

    Page 3 of 4
    Page 4 of 4

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