{"id":163,"date":"2021-11-09T10:57:58","date_gmt":"2021-11-09T07:57:58","guid":{"rendered":"https:\/\/hu.edu.ye\/womenfac\/en\/?page_id=163"},"modified":"2023-06-22T10:00:42","modified_gmt":"2023-06-22T07:00:42","slug":"english-language","status":"publish","type":"page","link":"https:\/\/hu.edu.ye\/womenfac\/en\/english-language\/","title":{"rendered":"English Language"},"content":{"rendered":"

[vc_row][vc_column]

<\/div>[\/vc_column][\/vc_row][vc_row content_placement=”top”][vc_column width=”2\/3″]
<\/div>

English Language<\/strong><\/span><\/p>\n<\/div>_<\/span><\/div><\/div>[vc_column_text]<\/p>\n

\n

Overview Of English Language<\/span><\/h2>\n

English Language Department was established at the same time of Islamic studies establishment in the academic year 2000\/2001. It awards a bachelor\u2019s degree of arts in English Language and its Literature. The Department aims at providing the students with the linguistic knowledge and skills of English Language to enable them to work in the labor market. It also aims at providing social service for the women of the local community through conducting short training courses in English Language skills and teaching. The study period in this department is four academic years (eight semesters), and thirteen batches have graduated up to the 2015\/2016 academic year. The number of female students in this department in the academic year 2016\/2017 is (235) in the four levels. <\/span><\/p>\n<\/div>\n

[\/vc_column_text][vc_row_inner][vc_column_inner width=”1\/2″]

<\/i><\/div>

Vision<\/h3>
English Department aims at achieving distinction and leadership in the field of teaching the English language, its literature, linguistics and translation, locally, regionally & globally.<\/div>\n<\/div><\/div><\/div>[\/vc_column_inner][vc_column_inner width=”1\/2″]
<\/i><\/div>

Mission<\/h3>
To enhance the students’ educational, cultural and intellectual levels through developing their linguistic, intellectual and research skills to meet the demands of the market, to provide distinct graduates able to serve the community, to prepare researchers capable of coping with the new trends through scientific research, developing the society and through encouraging dialogue, contact and understanding between cultures.<\/div>\n<\/div><\/div><\/div>[\/vc_column_inner][\/vc_row_inner][vc_row_inner css=”.vc_custom_1634061188914{margin-top: 20px !important;}”][vc_column_inner]
<\/i><\/div>

Objectives<\/h3>
    \n
  1. Designing and managing English language courses.<\/li>\n
  2. Providing the public and private sectors with qualified graduates in the field of translation, in addition to providing language services to the community.<\/li>\n
  3. Preparing and qualifying female students to teach English language in elementary and secondary schools.<\/li>\n
  4. Strengthening relationships with other departments and foundations to exchange ideas and experiences in the field of English Language<\/li>\n<\/ol>\n<\/div><\/div><\/div>[\/vc_column_inner][\/vc_row_inner][\/vc_column][vc_column width=”1\/3″][vc_widget_sidebar sidebar_id=”secondary”][\/vc_column][\/vc_row][vc_row][vc_column]
    <\/div>[\/vc_column][\/vc_row][vc_row full_width=”stretch_row” css=”.vc_custom_1634411623185{background-color: #c1ccd0 !important;}”][vc_column]
    <\/div>
    _<\/span>

    Faculty\u2019s Programs <\/strong><\/span><\/p>\n<\/div>_<\/span><\/div><\/div>

    <\/div>
    <\/i>Bachelor Program<\/span><\/a>
    _<\/span>

    Description of Courses :<\/strong><\/span><\/p>\n<\/div>_<\/span><\/div><\/div>

    <\/div>[vc_tta_tabs][vc_tta_section title=”Study Plan” tab_id=”study-plan”][vc_column_text]<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
    1st level<\/td>\n<\/tr>\n
    1st<\/sup> semester<\/td>\n2nd<\/sup> semester<\/td>\n<\/tr>\n
    Code <\/strong><\/td>\nCourse<\/td>\nHours <\/strong><\/td>\nCode<\/strong><\/td>\nCourse<\/td>\nHours<\/strong><\/td>\n<\/tr>\n
    T <\/strong><\/td>\nP <\/strong><\/td>\nTotal <\/strong><\/td>\nT <\/strong><\/td>\np<\/strong><\/td>\nTotal <\/strong><\/td>\n<\/tr>\n
    1111<\/strong><\/td>\n* Arabic language (1)<\/strong><\/td>\n2<\/strong><\/td>\n\u0640<\/strong><\/td>\n2<\/strong><\/td>\n1212<\/strong><\/td>\n* Arabic language (2)<\/strong><\/td>\n2<\/strong><\/td>\n\u0640<\/strong><\/td>\n2<\/strong><\/td>\n<\/tr>\n
    1115<\/strong><\/td>\nIslamic culture (1)*<\/strong><\/td>\n2<\/strong><\/td>\n\u0640<\/strong><\/td>\n2<\/strong><\/td>\n1216<\/strong><\/td>\nIslamic culture (2)*<\/strong><\/td>\n2<\/strong><\/td>\n\u0640<\/strong><\/td>\n2<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.101<\/strong><\/td>\nGrammar I<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.102<\/strong><\/td>\nGrammar II<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.103<\/strong><\/td>\nReading<\/strong> I<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.104<\/strong><\/td>\nReading II<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.105<\/strong><\/td>\nVocabulary Building<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.106<\/strong><\/td>\nWriting I<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.107<\/strong><\/td>\nSpeaking\/Listening <\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.108<\/strong><\/td>\nConversation I<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    Total <\/strong><\/td>\n16<\/strong><\/td>\n\u0640<\/strong><\/td>\n16<\/strong><\/td>\nTotal <\/strong><\/td>\n16<\/strong><\/td>\n\u0640<\/strong><\/td>\n16<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
    2nd<\/sup> level<\/td>\n<\/tr>\n
    1st<\/sup> semester<\/td>\n2nd<\/sup> semester<\/td>\n<\/tr>\n
    Code <\/strong><\/td>\nCourse<\/td>\nHours<\/strong><\/td>\nCode <\/strong><\/td>\nCourse<\/td>\nHours<\/strong><\/td>\n<\/tr>\n
    T <\/strong><\/td>\nP <\/strong><\/td>\nTotal <\/strong><\/td>\nT <\/strong><\/td>\nP <\/strong><\/td>\nTotal <\/strong><\/td>\n<\/tr>\n
    \u0645\u062c 211 <\/strong><\/td>\nIntroduction to computer Science<\/strong><\/td>\n1<\/strong><\/td>\n1<\/strong><\/td>\n2<\/strong><\/td>\n1228<\/strong><\/td>\n\u00a0<\/strong>Scientific Research<\/strong>*<\/strong><\/td>\n2<\/strong><\/td>\n\u0640<\/strong><\/td>\n2<\/strong><\/td>\n<\/tr>\n
    \u0643\u0628 71 <\/strong><\/td>\nHand Craft<\/strong><\/td>\n1<\/strong><\/td>\n2<\/strong><\/td>\n3<\/strong><\/td>\n\u0643\u062872\u00a0\u00a0 <\/strong><\/td>\nRecent Social Issues<\/strong><\/td>\n\u00a02<\/strong><\/td>\n\u00a00<\/strong><\/td>\n2<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.201<\/strong><\/td>\nGrammar III<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.202<\/strong><\/td>\nElizabethan Drama<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.203<\/strong><\/td>\nSurvey of\u00a0 British Lit. <\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.204<\/strong><\/td>\n\u00a0 Introduction to linguistics<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.205<\/strong><\/td>\nWriting II<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.206<\/strong><\/td>\nStudy Skills<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.207<\/strong><\/td>\nConversation II<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.208<\/strong><\/td>\nConversation III\u00a0 <\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong><\/td>\nCommunication Skills<\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
    Total <\/strong><\/td>\n15<\/strong><\/td>\n2<\/strong><\/td>\n17<\/strong><\/td>\nTotal <\/strong><\/td>\n17<\/strong><\/td>\n\u00a00<\/strong><\/td>\n17<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
    3rd<\/sup> level<\/td>\n<\/tr>\n
    1st<\/sup> semester<\/td>\n2nd<\/sup> semester<\/td>\n<\/tr>\n
    Code <\/strong><\/td>\nCourse<\/td>\nHours <\/strong><\/td>\nCode <\/strong><\/td>\nCourse<\/td>\nHours<\/strong><\/td>\n<\/tr>\n
    T <\/strong><\/td>\nP <\/strong><\/td>\nTotal <\/strong><\/td>\nT <\/strong><\/td>\nP <\/strong><\/td>\nTotal <\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.301<\/strong><\/td>\n18th<\/sup> and 19th<\/sup>\u00a0 Century Novel<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.302<\/strong><\/td>\n\u00a0<\/strong>Semantics<\/strong><\/td>\n3 <\/strong><\/td>\n0 <\/strong><\/td>\n3 <\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.303<\/strong><\/td>\nPre-Romantic and Romantic Poetry<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.304<\/strong><\/td>\n\u00a0Literary Appreciation<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.305<\/strong><\/td>\nPhonetics& Phonology<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.306<\/strong><\/td>\n\u00a0 <\/strong>Syntax <\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.307<\/strong><\/td>\nApplied\u00a0 Linguistics<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.308<\/strong><\/td>\nTranslation I<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0 <\/strong>Eng.309<\/strong><\/td>\nMorphology<\/strong><\/td>\n\u00a03<\/strong><\/td>\n\u0640<\/strong><\/td>\n3 <\/strong><\/td>\n\u00a0<\/strong>Eng.310<\/strong><\/td>\nNon-fiction Prose <\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0\u0643\u0628 73 <\/strong><\/td>\nBasics of childhood Education<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    Total <\/strong><\/td>\n18<\/strong><\/td>\n\u0640<\/strong><\/td>\n18<\/strong><\/td>\nTotal <\/strong><\/td>\n18<\/strong><\/td>\n\u0640<\/strong><\/td>\n18<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
    4th<\/sup> level<\/td>\n<\/tr>\n
    1st<\/sup> semester<\/td>\n2nd<\/sup> semester<\/td>\n<\/tr>\n
    Code <\/strong><\/td>\nCourse<\/td>\nHours <\/strong><\/td>\nCode <\/strong><\/td>\nCourse<\/td>\nHours <\/strong><\/td>\n<\/tr>\n
    T <\/strong><\/td>\nP <\/strong><\/td>\nTotal <\/strong><\/td>\nT <\/strong><\/td>\nP <\/strong><\/td>\nTotal <\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.401<\/strong><\/td>\n\u00a0Practical Criticism<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.402<\/strong><\/td>\nTranslation III<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.403<\/strong><\/td>\n\u00a0<\/strong>Modern American Literature<\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.404<\/strong><\/td>\n\u00a0Practical Work<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.405<\/strong><\/td>\n20th Cent. Poetry<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.406<\/strong><\/td>\n20th Cent. Novel<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.407<\/strong><\/td>\nTranslation II<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.408<\/strong><\/td>\n20th Cent. Drama<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    \u00a0<\/strong>Eng.409<\/strong><\/td>\nA<\/strong>cademic Writing<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n\u00a0<\/strong>Eng.410<\/strong><\/td>\nDiscourse Analysis<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    4011<\/strong> Eng.<\/strong><\/td>\n\u00a0<\/strong>Methods in ELT<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong>Eng.412<\/strong><\/td>\nProject Writing<\/strong><\/td>\n3<\/strong><\/td>\n\u0640<\/strong><\/td>\n3<\/strong><\/td>\n<\/tr>\n
    Total <\/strong><\/td>\n15<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a015<\/strong><\/td>\nTotal<\/strong><\/td>\n18<\/strong><\/td>\n\u00a0<\/strong><\/td>\n18<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n\n\n\n\n\n\n\n
    Course<\/td>\nCredit Hours<\/td>\nPercentage<\/td>\n<\/tr>\n
    University Requirement*<\/td>\n\u00a0 12<\/td>\n\u00a0% 9<\/td>\n<\/tr>\n
    College Requirement**<\/td>\n\u00a08<\/td>\n\u00a0%6<\/td>\n<\/tr>\n
    Specialization Courses<\/td>\n\u00a0112<\/td>\n\u00a0% 84.8<\/td>\n<\/tr>\n
    Total<\/td>\n\u00a0132<\/td>\n\u00a0%100<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n\n\n\n\n\n\n\n
    \u00a0Specialization Courses<\/td>\nCredit Hours<\/td>\nPercentage<\/td>\n<\/tr>\n
    \u00a0linguistics<\/td>\n\u00a030<\/td>\n\u00a0%26.78<\/td>\n<\/tr>\n
    \u00a0Language Skills<\/td>\n\u00a045<\/td>\n\u00a0% 40.17<\/td>\n<\/tr>\n
    \u00a0Literature<\/td>\n\u00a036<\/td>\n\u00a0%32.14<\/td>\n<\/tr>\n
    \u00a0Total<\/td>\n\u00a0132<\/td>\n\u00a0100<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Courses Description” tab_id=”courses-description”][vc_column_text]First Level: <\/em><\/strong>1st<\/sup> Semester<\/strong><\/p>\n

    1.Grammar I<\/strong><\/p>\n

    The courses in grammar and usage are intended to strengthen the learners’ ability to handle the mechanics of the English language correctly and confidently when speaking and writing. Course I will include subject-verb agreement, noun-pronoun agreement, countable and uncountable nouns, the phonological rule about a<\/em> and an<\/em>, the function of the definite and the indefinite article, prepositions and prepositional phrases, and phrasal verbs.<\/p>\n

     <\/p>\n

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

    Azar, Betty Schrampfer. 1999. Understanding and Using English Grammar<\/em><\/strong> (3rd<\/sup> Ed). London: Longman.<\/p>\n

    Mode of Teaching<\/strong><\/p>\n

    Lecturing & Discussions<\/p>\n

    Pair & Group Work<\/p>\n

    Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

    Examinations , assignments, participations, and discussions.<\/p>\n

     <\/p>\n

    2.Reading I<\/strong><\/p>\n

    This course is intended to make the students read a large number of judiciously selected enjoyable reading-materials and then answer simple questions based on those materials. This course is based on the age-old experience that while we are enjoying the reading of a text, we unconsciously start absorbing and assimi\u00adlating the vocabulary, the structures, and the rhetorical devices used in that text. The reading materials in this course will include (1) simple poems having a rich emotive and imaginative content suitable for the age group, (2) descriptive passages and simple expository writings of both deductive and inductive na\u00adture.<\/p>\n

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

    Blanchard, Karen & Roor, Christine. 2003. For Your Information<\/em><\/strong>. Lonagman<\/p>\n

    Broukal, Milada. 2003. What a Life<\/em><\/strong>!<\/em> Longman.<\/p>\n

    Preston, Bill. 2003. A Sense of Wonder: Reading and Writing through Literature<\/strong><\/em>. Longman.<\/p>\n

    Mode of Teaching<\/strong><\/p>\n

    Lecturing & Discussions<\/p>\n

    Pair & Group Work<\/p>\n

    Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

    Examinations , assignments, participations, and discussions.<\/p>\n

      \n
    1. Speaking\/Listening<\/strong> I<\/li>\n<\/ol>\n

      This course aims at improving the quality of the students’ abili\u00adty to listen and\u00a0 speak. The drills and exercises in this course will concen\u00adtrate on those areas of spoken English which Arab learners of English find difficult to master because of the pull of their mother tongue. The articulation of English vowels and consonants and the rules of word stress and sentence stress will be given a place of central importance in this course. The learners will be exposed to these important areas of learning through adequate listening and speaking materials.<\/p>\n

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

      O\u2019Connell, S. and Hashemi, L,2000. Listening and Speaking<\/em><\/strong>. Cambridge: CUP.<\/p>\n

      Carver, Tina Kasloff & Fotinus, Sandra Douglas. 1998. A Conversation Book<\/em><\/strong>, 2A: English in Everyday Life<\/em><\/strong>., <\/em>3rd<\/sup> Edition. London: Longman.<\/p>\n

      Mode of Teaching<\/strong><\/p>\n

      Lecturing & Discussions<\/p>\n

      Pair & Group Work<\/p>\n

      Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

      Examinations , assignments, participations, and discussions.<\/p>\n

        \n
      1. Vocabulary Building <\/strong><\/li>\n<\/ol>\n

        The main objective of this course is to improve students’ knowledge of vocabulary because by doing so their comprehension will\u00a0 be improved. Teaching vocabulary is not only teaching words, but it involves structure, comprehension and mental realization. Therefore this course aims at providing students with information about\u00a0 suffixes , prefixes , roots , compound words and other important topics with regarding to vocabulary .<\/p>\n

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

        Redman , Stuart . (1997). English Vocabulary in Use<\/em><\/strong> . United Kingdom: Cambridge University Press.\u00a0 \u00a0<\/u><\/p>\n

        Information from several websites .<\/p>\n

        Vocabulary games by Peter Jones .<\/p>\n

        Mode of Teaching<\/strong><\/p>\n

        Lecturing & Discussions & Games<\/p>\n

        Pair & Group Work<\/p>\n

        Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

        Examinations , assignments, participations, and discussions.<\/p>\n

          \n
        1. Arabic I:<\/strong><\/li>\n<\/ol>\n

          The course content will be prepared by the Department of Arabic. It deals with basics in Arabic Grammar and some literary subjects relevant to Arabic Language.<\/p>\n

          Mode of Teaching <\/strong><\/p>\n

          Lecturing & Discussions<\/p>\n

          Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

          Exams and assignments<\/p>\n

            \n
          1. Islamic Culture I :<\/strong><\/li>\n<\/ol>\n

            The course content will be prepared by the Department of Islamic studies.<\/p>\n

            Mode of Teaching <\/strong><\/p>\n

            Lecturing & Discussions<\/p>\n

            Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

            Prescribed Reading<\/p>\n

            Recommended Reading<\/p>\n

            First Level: <\/em><\/strong>2nd<\/sup> Semester<\/strong><\/p>\n

            1.Grammar <\/strong>II<\/p>\n

            This course is intended to give the students an intensive prac\u00adtice in the use of verb patterns and thereby enrich their under\u00adstanding of how the predicate controls the number and the nature of the arguments in a proposition.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a03 Credit Hours<\/p>\n

            Textbook:<\/p>\n

            Azar, Betty Schrampfer. 1999. Understanding and Using English Grammar <\/em><\/strong>(3rd<\/sup> Ed). London: Longman.<\/p>\n

            Mode of Teaching<\/strong><\/p>\n

            Lecturing & Discussions<\/p>\n

            Pair & Group Work<\/p>\n

            Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

            Examinations , assignments, participations, and discussions.<\/p>\n

             <\/p>\n

            2.Reading II<\/strong><\/p>\n

            The reading materials in this course will include short stories, short and touching, speeches by great masters of rhetoric and at least one abridged and simplified classic.<\/p>\n

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

              \n
            1. Blanchard, Karen & Roor, Christine. 2003. For Your Information<\/em><\/strong>. Longman<\/li>\n
            2. Broukal, Milada. 2003. What a Life<\/em><\/strong>!<\/em> Longman.<\/li>\n
            3. Preston, Bill. 2003. A Sense of Wonder<\/em><\/strong>: Reading<\/strong> and Writing through Literature<\/strong><\/em>. Longman.<\/li>\n<\/ol>\n

              Mode of Teaching<\/strong><\/p>\n

              Lecturing & Discussions<\/p>\n

              Pair & Group Work<\/p>\n

              Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

              Examinations , assignments, participations, and discussions.<\/p>\n

               <\/p>\n

              3.Writing I<\/strong><\/p>\n

              This is intended to strengthen the learners\u2019 ability to handle with ease and confidence the devices of coordination and subordination so that they can use grammatically correct and contextually appropriate complex, compound and compound-complex sentences in simple narrative and descriptive writings that they are familiar with.<\/p>\n

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

              Hogue, Ann. First Steps in Academic Writing<\/em><\/strong>. Longman.<\/p>\n

              Mode of Teaching<\/strong><\/p>\n

              Lecturing & Discussions<\/p>\n

              Pair & Group Work<\/p>\n

              Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

              Examinations , assignments, participations, and discussions.<\/p>\n

               <\/p>\n

              4 . Conversation I<\/strong><\/p>\n

              This course is intended to provide, through drills and exercises, opportunities to students to listen to and\u00a0 speak about topics of interest to their future aspirations and thereby to develop their ability to listen to authentic native English and learn to speak confidently and fluently. These subjects include: Daily life, People, Communication and Technology, Social Concerns, Tourism , among others. The materials will be used in this course are textbooks and audio materials (CDs, Videos, ..). This course has a pre-requisite course which is Vocabulary Building (which comes in 1st<\/sup> semester level one).<\/p>\n

               <\/p>\n

               <\/p>\n

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

              O\u2019Connell, S. and Hashemi, L,2000. Listening and Speaking<\/em><\/strong>. Cambridge: CUP.<\/p>\n

              Carver, Tina Kasloff & Fotinus, Sandra Douglas. 1998. A Conversation Book<\/em>, 2A: English in Everyday Life.<\/em><\/strong> 3rd<\/sup> Edition. London: Longman.<\/p>\n

              Mode of Teaching<\/strong><\/p>\n

              Lecturing & Discussions<\/p>\n

              Pair & Group Work<\/p>\n

              Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

              Examinations , assignments, participations, and discussions.<\/p>\n

               <\/p>\n

                \n
              1. Arabic II:<\/strong><\/li>\n<\/ol>\n

                The course content will be prepared by the Department of Arabic.<\/p>\n

                Mode of Teaching<\/strong><\/p>\n

                Lecturing & Discussion<\/p>\n

                Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                Prescribed Reading<\/p>\n

                Recommended Reading<\/p>\n

                  \n
                1. Islamic Culture II:<\/strong><\/li>\n<\/ol>\n

                  \u00a0<\/strong>The course content will be prepared by the Department of Islamic studies<\/p>\n

                  Mode of Teaching<\/p>\n

                  Lecturing & Discussion<\/p>\n

                  Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                  Prescribed Reading<\/p>\n

                  Recommended Reading<\/p>\n

                   <\/p>\n

                  Second Level: <\/em><\/strong>1st<\/sup> Semester<\/strong><\/p>\n

                   <\/p>\n

                    \n
                  1. Grammar III<\/strong><\/li>\n<\/ol>\n

                    This course will be aimed mainly at identifying, discussing and eliminating the grammatical errors commonly made by students.<\/p>\n

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

                    Thakur, D. 1987. A Handbook of English Grammar and Usage<\/em><\/strong>. Patna: Bharati Bhavan.<\/p>\n

                    Mode of Teaching<\/strong><\/p>\n

                    \u00a0\u00a0 <\/strong>Lecturing & Discussions<\/p>\n

                    Pair & Group Work<\/p>\n

                    Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                    Prescribed Reading<\/p>\n

                    Recommended Reading<\/p>\n

                     <\/p>\n

                      \n
                    1. Survey of British Literature :<\/strong><\/li>\n<\/ol>\n

                      The course aims at making the students acquainted with the main currents of English literature from Chaucer to the Renaissance drama, Jacobean literature, the Metaphysicals, Milton, Restoration comedy, the Augustan age, the Age of reason, the precursors of the Romantic period taking in its fold the Romantics, the Victorians, the Pre-Raphaelite poetry, Modern Poetry, the twentieth century novel and the Theatre of the Absurd. The survey will not only present before the students a panorama of English literature from the fourteenth to the twentieth\u00a0 century but will also apprise them of the main constituents of English literature during this period.<\/p>\n

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

                      Thornley, G. & Roberts, G. (1984). An Outline of English Literature<\/em><\/strong>. Harlow: Longman<\/p>\n

                      Mode of Teaching<\/strong><\/p>\n

                      Lecturing & Discussions<\/p>\n

                      Pair & Group Work<\/p>\n

                      Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                      Prescribed Reading<\/p>\n

                      Recommended Reading<\/p>\n

                       <\/p>\n

                        \n
                      1. Writing II<\/strong><\/li>\n<\/ol>\n

                        This course is aimed at strengthening students’ ability to write cohesively and coherently. Exercises and drills emphasize (i) logical sequence and clarity and (ii) a proper use of lexical, grammatical and semantic devices for establishing coherence.\u00a0\u00a0 This course provides opportunities for learning how to write (i) personal, commercial, official and semi-official letters (ii) minutes of meetings (iii) advertisements, news reports and letters to editors effectively and persuasively.<\/p>\n

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

                        Oshima, Alice & Hogue, Ann.\u00a0 2003. Writing Academic English<\/em><\/strong>. Longman.<\/p>\n

                        Mode of Teaching<\/strong><\/p>\n

                        Lecturing & Discussions<\/p>\n

                        Pair & Group Work<\/p>\n

                        Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                        Prescribed Reading<\/p>\n

                        Recommended Reading<\/p>\n

                         <\/p>\n

                          \n
                        1. Conversation II<\/strong><\/li>\n<\/ol>\n

                           <\/p>\n

                            \n
                          1. Communication Skills I <\/strong><\/li>\n<\/ol>\n

                            This course is designed to take the learners from intermediate to upper intermediate level in listening , speaking, reading and writing in an integrated manner. Helping the learners with effective communication strategies is the main purpose of this course.<\/p>\n

                            Objectives<\/u><\/p>\n

                              \n
                            1. To present listening, speaking, reading and writing as integrated skills.<\/li>\n
                            2. To take the learners to an advanced level in these skills.<\/li>\n
                            3. To enable them to have communicative hold on the language.<\/li>\n<\/ol>\n

                               <\/p>\n

                              Textbooks<\/strong>: Broadhead, Annie. 2000. CUP<\/em><\/strong>.<\/p>\n

                              Richards, J.C. 1998. CUP<\/em><\/strong>.<\/p>\n

                              Mode of Teaching<\/strong><\/p>\n

                              \u00a0\u00a0 <\/strong>Lecturing & Discussions<\/p>\n

                              Pair & Group Work<\/p>\n

                              Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                              Prescribed Reading<\/p>\n

                              Recommended Reading<\/p>\n

                               <\/p>\n

                                \n
                              1. Basics of Computer Skills:<\/strong><\/li>\n<\/ol>\n

                                This course is to be prepared by the department of computer sciences.<\/p>\n

                                Mode of Teaching<\/p>\n

                                Lecturing & Discussions<\/p>\n

                                Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                Prescribed Reading<\/p>\n

                                Recommended Reading<\/p>\n

                                 <\/p>\n

                                  \n
                                1. Hand Crafts<\/strong><\/li>\n<\/ol>\n

                                  This course is to be prepared by the department of arts.<\/p>\n

                                  Mode of Teaching<\/strong><\/p>\n

                                  Lecturing & Discussions<\/p>\n

                                  Pair & Group Work<\/p>\n

                                  Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                  Prescribed Reading<\/p>\n

                                  Recommended Reading<\/p>\n

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

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

                                  Second Level: <\/em><\/strong>2nd<\/sup> Semester<\/strong><\/p>\n

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

                                  1.Elizabethan Drama:<\/strong><\/p>\n

                                  This course aims at giving the students an idea about the drama of the Elizabethan period. The course includes the works of Christopher Marlow as a precursor of Shakespeare with a detailed study of his play Doctor Faustus. <\/em>Besides, Shakespeare is to be introduced through his major plays. The Merchant of Venice<\/em> is to be taught in detail.<\/p>\n

                                   <\/p>\n

                                  Mode of Teaching<\/strong><\/p>\n

                                  \u00a0\u00a0 <\/strong>Lecturing & Discussions<\/p>\n

                                  Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                  Prescribed Reading<\/p>\n

                                  Recommended Reading<\/p>\n

                                   <\/p>\n

                                  2.Study Skills:<\/strong><\/p>\n

                                  This course is designed to focus on a set of skills needed for self study: understanding and interpreting writing texts and non-verbal information such as charts, diagrams, graphs and flow charts, understanding lectures on subjects related to students` field of study, using reference materials and standard monolingual dictionaries, making notes based on reading and lectures, using these notes to prepare for the semester examinations and to perform a range of other tasks.<\/p>\n

                                   <\/p>\n

                                  objectives<\/u>.<\/p>\n

                                   <\/p>\n

                                    \n
                                  1. To help the students improve their command of English through self study and to give them the relevant skills and practice in the use of English.<\/li>\n
                                  2. To promote their self study habits in English.<\/li>\n
                                  3. To develop their language skills for specific study purposes.<\/li>\n
                                  4. To train them in the use of reference materials and monolingual dictionaries.<\/li>\n<\/ol>\n

                                     <\/p>\n

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

                                    Yorkey, C. R.1982. Study Skills for Students of English<\/em><\/strong>. New York:.. McGraw Hill International Editions.<\/p>\n

                                    Davies, E, and Whitney, N.1987. Study Skills for Reading<\/em><\/strong> .<\/em> London: Heinemann.<\/p>\n

                                     <\/p>\n

                                    Mode of Teaching<\/strong><\/p>\n

                                    \u00a0\u00a0 <\/strong>Lecturing & Discussions<\/p>\n

                                    Pair & Group Work<\/p>\n

                                    Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                    Prescribed Reading<\/p>\n

                                    Recommended Reading<\/p>\n

                                     <\/p>\n

                                      \n
                                    1. Introduction to Linguistics<\/strong><\/li>\n<\/ol>\n

                                      This course intends to introduce the students to the design features of human language and how human communication system is distinct from animal and other communication systems. It studies to what extent linguistics as a science and the varieties of language resulting from language in use. It also aims at introducing the scope of linguistics to the learning giving them a historical perspective relating to grammatical studies.<\/p>\n

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

                                      Todd, Loreto. (1995). An Introduction to Linguistics. <\/em><\/strong>Harlow: Longman. <\/em><\/strong><\/p>\n

                                      Mode of Teaching <\/strong><\/p>\n

                                      Lecturing & Discussions<\/p>\n

                                      Pair & Group Work<\/p>\n

                                      Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                      Prescribed Reading<\/p>\n

                                      Recommended Reading<\/p>\n

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

                                        \n
                                      1. Contemporary Issues.<\/strong><\/li>\n<\/ol>\n

                                        The course content will be prepared by the Department of Kindergarten.<\/p>\n

                                        Mode of Teaching <\/strong><\/p>\n

                                        Lecturing & Discussions<\/p>\n

                                        Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                        Prescribed Reading<\/p>\n

                                        Recommended Reading<\/p>\n

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

                                          \n
                                        1. Scientific Research <\/strong><\/li>\n<\/ol>\n

                                          The main objective of the course is to acquaint students with the fundamental principles of Educational research. They will be introduced to many issues such as the definition of educational research, its importance on the educational sitting to make insightful decisions about the educational process, its influence in the educational process, kinds of studies done in education, modes of inquiry and data collection techniques, the differences between qualitative and quantitative researches, among other topics related to the subject of the course. Further, this course is designed\u00a0 to familiarize\u00a0 and enable students of how to design their own research project when they will be graduated in the fourth level. Therefore, this course might be considered as a preliminary course for the course “Project Writing” that student are supposed to take in the fourth level. Mainly the course focuses on the theoretical issues concerning scientific research in addition to citing some examples of qualitative and quantitative studies done in the educational field as to give them the basics needed to develop their ideas about the kind of study they will conduct in the future. Students are hopefully expected to write a plane about their future researches including all the main parts of research such as the introduction the statement, the purpose and the significance of the problem, the literature review and the methodologies they will employ to conduct their research, in addition to the issue of documentation inside the research paper and in the references.<\/p>\n

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

                                          Mcmillan, James and Schumacher, Sally. (2001). Research in Education<\/em><\/strong>. New York: Longman<\/p>\n

                                          Mode of Teaching <\/strong><\/p>\n

                                          Lecturing & Discussions<\/p>\n

                                          Pair & Group Work<\/p>\n

                                          Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                          Prescribed Reading<\/p>\n

                                          Recommended Reading<\/p>\n

                                            \n
                                          1. Conversation III<\/strong><\/li>\n<\/ol>\n

                                            Third Level: <\/em><\/strong>1st<\/sup> Semester<\/strong><\/p>\n

                                             <\/p>\n

                                              \n
                                            1. 18th<\/sup> & 19th<\/sup> century Novel:<\/strong><\/li>\n<\/ol>\n

                                              This course is divided into two parts; the 18th novel and the 19th\u00a0 century novel. The eighteenth century saw the emergence of novel as a genre. With the arrival of Daniel Defoe on the scene and the publication of Richardson\u2019s Pamela<\/em>, the stage had been set for the onward march of the novel. Richardson\u2019s Clarissa<\/em>, Henry Feeling\u2019s Joseph Andrews, <\/em>Jonathan Swift\u2019s Gulliver’s Travels <\/em>and Sterna\u2019s Tristram Shandy<\/em> constitute the main-stay of the 18th<\/sup> century course in the novel. Students should be given adequate orientation about the novelistic techniques of these authors and they should be trained to develop critical approaches towards their works. Defoe\u2019s. Robinson Crusoe <\/em><\/strong>\u00a0will be studied in detail. The 91th century novel is to develop a critical awareness of novels written during the first and the second half of the nineteenth century. Emily Bronte’s Wuthering Heights or Jane Austen\u2019s Pride and Prejudice will be taught as a sample of the fiction during the first half of the century and a novel written by Dickens, (Oliver Twist or Hard Times) or a novel written by Hardy, e.g., The\u00a0 Return of the Native will be taught as a sample of novels written during the second half of the century.<\/p>\n

                                               <\/p>\n

                                              Text book:<\/strong><\/p>\n

                                              Watt, Ian. The Rise of the Novel: Studies in Defoe, Richardson and Fielding<\/em><\/strong>. California UP,2004.<\/p>\n

                                              Defoe, Danial. Robinson Crusoe<\/em><\/strong>.<\/p>\n

                                               <\/p>\n

                                              Mode of Teaching<\/strong><\/p>\n

                                              Lecturing & Discussions<\/p>\n

                                              Pair & Group Work<\/p>\n

                                              Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                              Prescribed Reading<\/p>\n

                                              Recommended Reading<\/p>\n

                                               <\/p>\n

                                                \n
                                              1. Phonetics & Phonology:<\/strong><\/li>\n<\/ol>\n

                                                The aim of this course is two-fold. First, it aims at presenting the sound system of English (i. e., vowel, consonants, stress, rhythm and intonation) to the learners and helping them with an adequate mastery of these things through real use and practice. Secondary, it also aims at creating a theoretical base in phonology, which will form the relevant background for their higher studies in this area.<\/p>\n

                                                Objectives:<\/p>\n

                                                Students of this course will be able to learn:<\/p>\n

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

                                                Roach, P. and Fromkin, V., English Phonetics and Phonology<\/em><\/strong> .1982.<\/p>\n

                                                Comnor, J. D. O. and Fletcher, Clare. Sounds of English<\/em>. <\/strong>1988. Longman.<\/strong><\/p>\n

                                                 <\/p>\n

                                                Mode of Teaching<\/strong><\/p>\n

                                                Lecturing & Discussions<\/p>\n

                                                Pair & Group Work<\/p>\n

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

                                                Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                Prescribed Reading<\/p>\n

                                                Recommended Reading<\/p>\n

                                                 <\/p>\n

                                                 <\/p>\n

                                                3.Pre-Romantic & Romantic Poetry:<\/strong><\/p>\n

                                                This course is divided into two parts. The first part, Pre-romantic poetry aims to familiarize the students with the main developments in English literature up to the Romantic age. The course starts with Chaucer who is considered the first English poet and includes Sideny, Spencer, major dramatists of the Elizabethan Period, Milton`s poetry, the Restoration comedy and the Augustan age. The poetry of the later eighteenth century, particularly the poems of John Gray and William Blake worked as formative influences on the Romantic period. The second part, Romantic poetry, aims at assisting students in developing a critical awareness of nineteenth century poetry. The course content will include samples of short poems written by Romantic poets like Wordsworth, Byron, Shelley and Keats and also samples of short poems written by Tennyson, Browning, and Matthew Arnold.<\/p>\n

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

                                                Mode of Teaching<\/strong><\/p>\n

                                                Lecturing & Discussions<\/p>\n

                                                Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                Prescribed Reading<\/p>\n

                                                Recommended Reading<\/p>\n

                                                 <\/p>\n

                                                  \n
                                                1. Morphology<\/strong>:<\/li>\n<\/ol>\n

                                                  This course is intended to develop in the students a critical awareness of how the English language operates at the level of morphology and syntax. The morphology part of the course will include items like morphs, morphemes, allomorphs, stem, root, base, infixes, morphophonemic rules and word-formation. The syntax part of the course will include items like the structure of phrases, clauses and sentences in English<\/p>\n

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

                                                  Thakur, D. 1997. Morphology<\/em>.<\/strong> Patna: Bharati Bhavan.<\/p>\n

                                                  Mode of Teaching<\/strong><\/p>\n

                                                  Lecturing & Discussions<\/p>\n

                                                  Pair & Group Work<\/p>\n

                                                  Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                  Prescribed Reading<\/p>\n

                                                  Recommended Reading<\/p>\n

                                                   <\/p>\n

                                                    \n
                                                  1. Applied Linguistics<\/strong><\/li>\n<\/ol>\n

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

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

                                                      \n
                                                    1. Basics of Childhood Education<\/strong><\/li>\n<\/ol>\n

                                                      \u00a0<\/strong>The course content will be prepared by the Department of Kindergarten.<\/p>\n

                                                      Mode of Teaching <\/strong><\/p>\n

                                                      Lecturing & Discussions<\/p>\n

                                                      Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                      Prescribed Reading<\/p>\n

                                                      Recommended Reading<\/p>\n

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

                                                      Third Level: <\/em><\/strong>2nd<\/sup> Semester<\/strong><\/p>\n

                                                        \n
                                                      1. Syntax<\/strong>: (sociolinguistics)<\/strong><\/li>\n<\/ol>\n

                                                        This course is aimed at enriching students\u2019 awareness of how the English language operates at the level of words, phrases, clauses and sentences.\u00a0 The course content includes (a) the syntactic features of lexical formatives, (b) the structure and function of noun phrases, verb phrases, adjective phrases and adverb phrases, (c) the structure and function of adjective clauses, noun clauses and adverbial clauses, (d) the structure and function of finite and non-finite clauses and (e) the typology of sentences.<\/p>\n

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

                                                        Thakur, D. 1998. Syntax<\/em>.<\/strong> Patna: Bharati Bhava<\/p>\n

                                                        Mode of Teaching<\/strong><\/p>\n

                                                        Lecturing & Discussions<\/p>\n

                                                        Pair & Group Work<\/p>\n

                                                        Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                        Prescribed Reading<\/p>\n

                                                        Recommended Reading<\/p>\n

                                                         <\/p>\n

                                                          \n
                                                        1. Semantics<\/strong>:<\/li>\n<\/ol>\n

                                                          This course aims at developing in the learners a critical awareness of how the English language operates at the level of meaning. The course content will include synonymy, antonym, converse relations, hyponymy, lexical and syntactic ambiguity, the concept of predicate and arguments, and the notion of speech acts.<\/p>\n

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

                                                          Thakur, D. 2000. Semantics<\/em><\/strong>. Patna: Bharati Bhavan.<\/p>\n

                                                          Mode of Teaching<\/strong><\/p>\n

                                                          Lecturing & Discussions<\/p>\n

                                                          Pair & Group Work<\/p>\n

                                                          Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                          Prescribed Reading<\/p>\n

                                                          Recommended Reading<\/p>\n

                                                           <\/p>\n

                                                            \n
                                                          1. Translation 1:<\/strong><\/li>\n<\/ol>\n

                                                            The main objective of the course is to acquaint students with what’s meant of Translation and different strategies of translation. Mainly, the course focuses on the theoretical aspect of translation and the basic notions students need to be familiar with to enhance their ability of translation. These notions include equivalence, formal, ideational and idiomatic translation, cultural gaps, managing and monitoring in translation, among others. Further, the course aims at training students to translate at the sentence and the text levels following certain techniques and procedures such as analyzing and paraphrasing the text before rendering its meaning to the target language.<\/p>\n

                                                             <\/p>\n

                                                            This course aims at giving students, with the help of suitable examples, a theoretical understanding and also some practical experience of the problems and principles of translating a text from Arabic into English and vice versa. The sample texts to be translated will include letters, dialogues, narratives, marks transcripts, certificates, testimonials and news published in newspapers or telecast by the media.<\/p>\n

                                                             <\/p>\n

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

                                                            Newmark, Peter. A Textbook of Translation. Prentice-Hall.<\/p>\n

                                                            Mode of Teaching<\/strong><\/p>\n

                                                            Lecturing & Discussions<\/p>\n

                                                            Pair & Group Work<\/p>\n

                                                            Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                            Prescribed Reading<\/p>\n

                                                            Recommended Reading<\/p>\n

                                                             <\/p>\n

                                                              \n
                                                            1. Non-Fictional Prose:<\/strong><\/li>\n<\/ol>\n

                                                              The course in non- fiction is aimed at enriching the awareness of students of how the major authors of English prose make use of stylistic devices to communicate their viewpoints to the readers. The course will include Bacon`s “Of Studies”, ” Of Truth”, ” Of Revenge” together with John Donne`s “Devotion”,\u00a0 an extract from Mathew Arnold “Culture and Anarchy” and C.P. snow`s “The Two Cultures” as examples of exquisite prose for purposes of emulation by the students.<\/p>\n

                                                               <\/p>\n

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

                                                              Mode of Teaching<\/strong><\/p>\n

                                                              Lecturing & Discussions<\/p>\n

                                                              Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                              Prescribed Reading<\/p>\n

                                                              Recommended Reading<\/p>\n

                                                               <\/p>\n

                                                                \n
                                                              1. Literary Appreciation <\/strong><\/li>\n<\/ol>\n

                                                                Fourth Level: <\/em><\/strong>1st<\/sup> Semester<\/strong><\/p>\n

                                                                  \n
                                                                1. Practical Criticism<\/strong><\/li>\n<\/ol>\n

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

                                                                    \n
                                                                  1. Modern American Literature<\/strong>: This course will provide a general introduction to modernism which expressed a new consciousness of the United States as an urban nation, world power and avant-garde art. Taking in African American modernism, cultural and geographical exile, as well as developments in modern American drama, the course introduces students to current critical trends in modernist studies. Selected works of Hemingway, Fitzgerald, Faulkner, Eliot, Stevens, Toni Morrison, Hughes or Williams, will be considered<\/li>\n<\/ol>\n

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

                                                                    Mode of Teaching<\/strong><\/p>\n

                                                                    Lecturing & Discussions<\/p>\n

                                                                    Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                                    Prescribed Reading<\/p>\n

                                                                    Recommended Reading<\/p>\n

                                                                     <\/p>\n

                                                                      \n
                                                                    1. 20th<\/sup> Century Poetry<\/strong>:<\/li>\n<\/ol>\n

                                                                      The aim of this course is to develop in the students a critical awareness of the significant linguistic, emotive and attitudinal trends in modern poetry. The course content will include poems by Yeats, Auden, Eliot, Dylan Thomas, Larkin and Ted Hughes.<\/p>\n

                                                                      Textbooks:<\/p>\n

                                                                      Mode of Teaching<\/strong><\/p>\n

                                                                      Lecturing & Discussions<\/p>\n

                                                                      Pair & Group Work<\/p>\n

                                                                      Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                                      Prescribed Reading<\/p>\n

                                                                      Recommended Reading<\/p>\n

                                                                       <\/p>\n

                                                                        \n
                                                                      1. Academic Writing <\/strong><\/li>\n<\/ol>\n

                                                                         <\/p>\n

                                                                          \n
                                                                        1. Translation II <\/strong><\/li>\n<\/ol>\n

                                                                          This course is intended to focus on the ability to translate technical texts, e.g., contracts, short extracts from statutes and byelaws, insurance policies, legal notices, scientific laws (e.g. Newton’s laws of motion), reports of scientific experi\u00adments, bills and invoices.<\/p>\n

                                                                           <\/p>\n

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

                                                                          Hatim, B & Mason. 1990. Discourse and the Translator<\/em><\/strong>. London: Longman.<\/p>\n

                                                                          Mode of Teaching<\/strong><\/p>\n

                                                                          Lecturing & Discussions<\/p>\n

                                                                          Pair & Group Work<\/p>\n

                                                                          Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                                          Prescribed Reading<\/p>\n

                                                                          Recommended Reading<\/p>\n

                                                                           <\/p>\n

                                                                            \n
                                                                          1. Methods in ELT<\/strong><\/li>\n<\/ol>\n

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

                                                                            Fourth Level: <\/em><\/strong>2nd<\/sup> Semester\u00a0 <\/strong><\/p>\n

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

                                                                              \n
                                                                            1. 20th<\/sup> Century Novel <\/strong><\/li>\n<\/ol>\n

                                                                              This course will include Scott Fitzgerald\u2019s The Great Gatsby<\/em> or Hemingway’s The Old Man and the Sea<\/em>, and some poems by Robinson, Frost, Stevens and Sylvia Plath and a play (like O\u2019Neill\u2019s The Hairy Ape<\/em>), which embodies some of the characteristic features of twentieth century drama.<\/p>\n

                                                                               <\/p>\n

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

                                                                              High, Peter B. 2003. An Outline of Americans Literature<\/em><\/strong>.\u00a0 Longman.<\/p>\n

                                                                              Ruland, R. and Bradbury, M.1992.\u00a0 From Puritanism to Postmodernism: A History of American Literature.<\/em><\/strong> New York: Penguin.<\/p>\n

                                                                              Mode of Teaching<\/strong><\/p>\n

                                                                              Lecturing & Discussions<\/p>\n

                                                                              Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                                              Prescribed Reading<\/p>\n

                                                                              Recommended Reading<\/p>\n

                                                                                \n
                                                                              1. 20th<\/sup> Century Drama<\/strong>:<\/li>\n<\/ol>\n

                                                                                The course aims at sharpening students’ understanding of the new trends in twentieth century drama. A minimum of two and ideally three twentieth century plays will be taught. Plays by George Bernard Shaw, T.S. Eliot, G. M. Synge may be taught.<\/p>\n

                                                                                Textbook:<\/p>\n

                                                                                Mode of Teaching<\/strong><\/p>\n

                                                                                Lecturing & Discussions<\/p>\n

                                                                                Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                                                Prescribed Reading<\/p>\n

                                                                                Recommended Reading<\/p>\n

                                                                                 <\/p>\n

                                                                                  \n
                                                                                1. Discourse Analysis:<\/strong><\/li>\n<\/ol>\n

                                                                                  This course intends to help the students with:<\/p>\n

                                                                                    \n
                                                                                  1. The patterns of language beyond words and sentences, the relations binding them together, and the global and local properties of connected speech and writing,<\/li>\n
                                                                                  2. The relationship between language use and users, factors governing language choice in interaction, and the communicative functions of different language forms.<\/li>\n<\/ol>\n

                                                                                    Objectives:<\/p>\n

                                                                                      \n
                                                                                    1. To take the students from sentence level grammar to discourse level grammar, to help them internalize how unity and coherence are achieved in a longer piece of discourse.<\/li>\n
                                                                                    2. To help them process native speech faster and thus take effective turns in oral communication.<\/li>\n
                                                                                    3. To introduce to them the specific function of a linguistic form in the real context of use.<\/li>\n
                                                                                    4. To sensitize them to knowledge schemata and text organization.<\/li>\n
                                                                                    5. To show them how real people use real language.<\/li>\n<\/ol>\n

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

                                                                                      McCarthy, M. Discourse Analysis for Language Teachers<\/em><\/strong> . 1991. CUP. Oxford<\/p>\n

                                                                                      Cook, G. Discourse<\/strong>. <\/em>1989. OUP. Oxford.<\/p>\n

                                                                                      Mode of Teaching<\/strong><\/p>\n

                                                                                      Lecturing & Discussions<\/p>\n

                                                                                      Pair & Group Work<\/p>\n

                                                                                      Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                                                      Prescribed Reading<\/p>\n

                                                                                      Recommended Reading<\/p>\n

                                                                                       <\/p>\n

                                                                                      4.Translation III<\/strong><\/p>\n

                                                                                      The main objective of the course is to acquaint students with the different techniques of translating different types of texts such as the literary, scientific, historic, legal and media, among others. Mainly, the course focuses on the practical aspect of translation and the steps of analyzing these different texts before translating them. Besides, the course aims at enhancing students’ ability of translating these texts and overcoming the problems they might encounter due to the differences hold between the source and the target languages. These problems might include syntactic and semantic problems, in addition to cultural gaps, just to name a few. Further, the course aims at training students to translate at the text level based on certain techniques and procedures such as analyzing and paraphrasing the text which they have supposedly acquired in the previous course, definitely, Translation II<\/p>\n

                                                                                       <\/p>\n

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

                                                                                      Farghal, Mohammed & Shunnaq, Abdullah. (1999). Translation with Reference to English and Arabic<\/em><\/strong>. Jordan: Dar Al-Hilal for Translation. (Main Textbook)<\/p>\n

                                                                                      Yusuf, Mohammed. (2006). How to Translate<\/em><\/strong>. (Supplementary source).<\/p>\n

                                                                                       <\/p>\n

                                                                                      Other Suggested sources:<\/strong><\/p>\n

                                                                                      Baker, M. (1992). In Other Words: A Course book on Translation<\/em><\/strong>. London: Routledge.<\/p>\n

                                                                                      Bassnett, S. (1996). Translation Studies<\/em><\/strong>. London: Routledge.<\/p>\n

                                                                                      Newmark, P. (1988). A Textbook of Translation<\/em><\/strong>. New York: Prentice Hall<\/p>\n

                                                                                       <\/p>\n

                                                                                        \n
                                                                                      1. Project Writing: <\/strong><\/li>\n<\/ol>\n

                                                                                        This course is intended to enable students to make a cohesive use of their study skills and, on the basis of the information obtained from the library and\/or internet sources, produce a research-oriented, data-based informative and useful piece of written material. This material can be a long essay, a book-review, a mini-biography of a national or international celebrity, the translation of a brochure or one or two chapters of a book. The essay need not be confined to literature or linguistics; it can be on a topic of social\u00a0\u00a0\u00a0 (e.g., qat-chewing in Yemen) or cultural importance.<\/p>\n

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

                                                                                        MacMillan. H. James & Schumacher, Sally. (2001). Research in Education:<\/em><\/strong> A Conceptual Introduction<\/strong><\/em>.<\/strong> New York: Longman.<\/p>\n

                                                                                        Mode of Teaching<\/strong><\/p>\n

                                                                                        Lecturing , Presentations and group discussions<\/p>\n

                                                                                        Evaluation of Students’ Progress and Achievements <\/strong><\/p>\n

                                                                                        Summative evaluation based on the discussions and weekly meeting with the groups of research<\/p>\n

                                                                                        Formative evaluation based on the final product of writing the research project.<\/p>\n

                                                                                        Prescribed Reading<\/p>\n

                                                                                        Recommended Reading[\/vc_column_text][\/vc_tta_section][\/vc_tta_tabs]<\/div><\/div><\/div><\/div>[\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"

                                                                                        [vc_row][vc_column][\/vc_column][\/vc_row][vc_row content_placement=”top”][vc_column width=”2\/3″][vc_column_text] Overview Of English Language English Language Department was … <\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"spay_email":""},"_links":{"self":[{"href":"https:\/\/hu.edu.ye\/womenfac\/en\/wp-json\/wp\/v2\/pages\/163"}],"collection":[{"href":"https:\/\/hu.edu.ye\/womenfac\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/hu.edu.ye\/womenfac\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/hu.edu.ye\/womenfac\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/hu.edu.ye\/womenfac\/en\/wp-json\/wp\/v2\/comments?post=163"}],"version-history":[{"count":9,"href":"https:\/\/hu.edu.ye\/womenfac\/en\/wp-json\/wp\/v2\/pages\/163\/revisions"}],"predecessor-version":[{"id":646,"href":"https:\/\/hu.edu.ye\/womenfac\/en\/wp-json\/wp\/v2\/pages\/163\/revisions\/646"}],"wp:attachment":[{"href":"https:\/\/hu.edu.ye\/womenfac\/en\/wp-json\/wp\/v2\/media?parent=163"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}