أ.فراس حسن قدوره Feras H Qaddoura

لغة انجليزية (لغويات) - كلية العلوم و الدراسات الانسانية بحوطة

توصيف مقرر ENG 222

 National Commission for Academic Accreditation     and Assessment

Course Specification

Institution:       Majma’ah University

College/Department :  College  of Education /   English Department

A Course Identification and General Information

1.  Course title and code:ENG222

Strategy in Learning Foreign Language

2.  Credit hours :            Two (2) hours

3.  Program(s) in which the course is offered.

BA in English language

4.  Name of faculty member responsible for the course:

5.  Level/year at which this course is offered:Level: 4

6.  Pre-requisites for this course (if any)          none

7.  Co-requisites for this course (if any)          none

8.  Location if not on main campus         Not applicable

B  Objectives 

1.     To Understand the core concepts, approaches, classification/taxonomy, functions and implications of Language Learning Strategies (LLSs).

2.     To Get acquainted with the most common taxonomies/classifications of (LLSs). Particularly Oxford's taxonomy (Strategy Inventory of Language

3.     Learning-SILL), and compare them with other famous classifications such as: O'Malley's and Rubin's.

4.     To expand language awareness by  examining sophisticated or non-standard examples of language, which  makes students more aware of the norms of language us Reflect on their own learning strategies, and make use of the strategies usually employed by good/successful language learners.

5.     To reflect on their own learning strategies, and make use of the strategies usually employed by good/successful language learners.

6.     To understand the implications of LLSs to EFL (Strategy Training)..

7.     Finally, to think more critically, scientifically and analytically.

2.  Briefly describe any plans for developing and improving the course that are being implemented.

Power point presentation

C. Course Description

The strategies of learning a language (L1/L2) is an interdisciplinary field of linguistics , involving , amongother disciplines, appliedlinguistics, psycholinguistics, sociolinguistics, languageeducation, sociolinguistics, etc. It seeks to investigate and understand the various Cognitive, Meta-cognitive and Affective strategieswhichlearnersemploy in order to help themlearn a language. On complétion the course successfully, students are expected to:

1-    Understand the core concepts, approaches, classification/taxonomy,  functions and implications of Language Learning Strategies (LLSs).

2-      Get acquainted with the most common taxonomies/classifications of (LLSs). Particularly Oxford's taxonomy (Strategy Inventory of Language Learning-SILL), and compare  them with other famous classifications such as: O'Malley's and Rubin's.

List of Topics

No.of weeks

Contact   Hours

Introductory lecture and Course Orientation

1

3

Definition of the term learning strategies

1

3

The scope of learning strategies

1

3

A range of theoretical and critical approaches in relation to the

2

6

study of learning strategies.

3

9

Brief discussion of language learning strategies

1

3

Cognitive Strategies

2

6

Taxonomy of language learning strategies

1

3

Metacognitive language learning strategies

1

3

Learning strategies and learning styles

1

3

The role of teacher in language learning strategies

1

3

2 Course components (total contact hours per semester):     30 hours         

Lecture:

42 hours

Tutorial:

    2 hours

Laboratory

Other:

----------------

3. Additional private study/learning hours expected for students per week.

a.     Knowledge

(i)                Description of the knowledge to be acquired

To deeply understand the difference between cognition and metacognition and how these works in their studies.

(ii)  Teaching strategies to be used to develop that knowledge

·        Socialized Discussion with the aid of information and communication technology like power point presentations of lecture.

·        Interactive Class discussion – question and answer

·        Experiential   Strategy- active, hands-on concrete experience is the most powerful and natural form of learning. Students should be immersed in the most direct possible experiences of the content of every subject.

·        Collaborative learning

·        Role playing and simulation activities

(iii)  Methods of assessment of knowledge acquired

·        Oral recitation / Class participation/ Individual oral presentation

·        Skill based guide/ graded communicative activities

·        Formative assessment

·        Use of checklist and rubrics for evaluation

·        Examinations

b.  Cognitive Skills

(i)                Description of cognitive skills to be develop

The students will be able to process the Thorndike’s law of learning and its relationship to self-study.

(ii)  Teaching strategies to be used to develop these cognitive skills

·        Socialized Discussion with the aid of information and communication technology  like  power point presentations of lecture.

·        Interactive Class discussion – question and answer

·        Experiential   Strategy- active, hands-on concrete experience is the most powerful and natural form of learning. Students should be immersed in the most direct possible experiences of the content of every subject.

·        Collaborative- cooperative learning activities tap the social power of learning better.

·        Role playing and simulation activities

(iii)  Methods of assessment of students cognitive skills

·        Oral recitation / Class participation/ Individual oral presentation

·        Skill based guide/ graded communicative activities

·        Formative assessment

·        Use of checklist and rubrics for evaluation

·        Examinations

c. Interpersonal Skills and Responsibility

(i)  Description of the interpersonal skills and capacity to carry responsibility to be developed

To develop communicative competence toward interaction to others through the application of  learned strategies in learning foreign language in four macro skills.

(ii)  Teaching strategies to be used to develop these skills and abilities

·        Socialized Discussion with the aid of information and communication technology like power point presentations of lecture.

·        Interactive Class discussion – question and answer

·        Experiential   Strategy- active, hands-on concrete experience is the most powerful and natural form of learning. Students should be immersed in the most direct possible experiences of the content of every subject.

·        Collaborative- cooperative learning activities tap the social power of learning better.

·        Role playing and simulation activities

(iii)  Methods of assessment of students interpersonal skills and capacity to carry responsibility

·        Pair task activities/ Group task activities

·        Skill based guide/ graded communicative activities

·        Use of checklist and multi trait rubrics for evaluation

·        Feedback/ problem based learning

·        Formative assessment

d.   Communication, Information Technology and Numerical Skills

(i)  Description of the skills to be developed in this domain.

To guide the students to effectively communicate their ideas and emotions accurately.

(ii)  Teaching strategies to be used to develop these skills

·        Socialized discussion with the aid of information and communication technology like  power  point presentations of lecture.

·        Interactive Class discussion – question and answer

·        Experiential   Strategy- active, hands-on concrete experience is the most powerfuland natural form of learning. Students should be immersed in the most directpossible experiences of the content of every subject.

·        Collaborative- cooperative learning activities tap the social power of learning better.

·        Role playing and simulation activities

(iii)  Methods of assessment of students numerical and communication skills

·        Pair task activities/ Group task activities

·        Skill based guide/ graded communicative activities

·        Use of checklist and holistic rubrics for evaluation

·        Feedback/ problem based learning

5. Schedule of Assessment Tasks for Students During the Semester

Assessment

Assessment task  (eg. essay, test, group project, examination etc.)

Week due

Proportion of Final Assessment

1

Midterm Examination 1

8th week

15%

2

Midterm Examination 2

10 week

15%

3

Class Participation

10 %

4

Final Examination

18 th week

60 %

5

100 %

D. Student Support

1.     Arrangements  for availability of teaching staff for individual student consultations and academic advice.

·        electronic mail support

·        academic advisory by appointment

E Learning Resources

1.     Required Text(s)

Language Learner Strategies

Cohen, Andrew&Macaro, E.

Oxford: Oxford University Press2007

2. Essential Reference

3- Recommended Books and Reference Material (Journals, Reports, etc)

4-.Electronic Materials, Web Sites etc

www.learningstrategies.com

www.effectivestrategies.com

5- Other learning material such as computer-based programs/CD, professional standards/regulations

Language Strategies by Macaro

F. Facilities Required

Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in classrooms and laboratories, extent of computer access etc.)

1.  Accommodation (Lecture rooms, laboratories, etc.)

                        22 students  in  120 square meters room

2. Computing resources     Not applicable

3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach list)           Not applicable                                                

G   Course Evaluation and Improvement Processes

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching

        Students’ evaluation

        Module descriptor evaluation questionnaires

2  Other Strategies for Evaluation of Teaching by the Instructor or by the Department

·        Peer evaluation

·        Colleagues support 

·        Department  head evaluation and feedback performance

3 Processes for Improvement of Teaching

·        Continuous studying by attending refreshing courses in graduate school

·        To attend the seminars and conferences.

·        To continue to do research studies.

·        To  read  and learn the latest trend in education to enhance my teaching skills

4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent  member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution)

·          Colleagues support 

5 Describethe  planning arrangements for periodically reviewing course effectiveness and planning for improvement.

·        Seeking students’ opinion on course

·        Surfing the internet for new developments

·        Periodical staff meetings for course evaluation


الساعات المكتبية

الساعات المكتبية:

السبت : 1 - 2

الاثنين  : 1 - 2

الثلاثاء  : 1 - 2

الساعات الارشادية:

الاثنين : 9 -  10

الثلاثاء :11 - 12

أعلان هام

السلام عليكم ورحمة الله وبركاته

        طلابي الاعزاء

امل من الجميع الدخول الى بوابه التعليم الالكتروني

http://el.mu.edu.sa/ و اضافة الصورة الشخصية على

ان تكون بالزي الرسمي السعودي

التقويم الهجري

	
	

درجة الحرارة

  

دليل الطالب D2L

التقويم الجامعي للعام 36 / 1437هـ


بوابة النظام الأكاديمي

الاذكار


اوقات الصلاة


مؤشرات الاداء لضمان الجودة


الساعات المكتبية

الساعات المكتبية:

الاحد: 10 - 11

الاثنين  : 11 - 12

الثلاثاء  : 10 11

الساعات الارشادية:

الاحد: 11 12

الثلاثاء 11-12

أرقام الاتصال

أرقام الاتصال

+966-6-4311197-511

 

أعلان هام

 
--- اعلان طلابي الاعزاء--- على جميع الطلاب الدخول الى بوابة التعليم الالكتروني و ادراج صورهم الشخصية : - 1- يجب ان تكون خلفية الصورة باللون الابيض. 2- ان لايتجاوز حجم الصورة 320 * 240 بكسل. 3- الالتزام بالزي السعودي الرسمي. صيغة الصورة 

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