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Week |
Subject |
Related Preparation |
| 1) |
Introducing Contrastive Linguistics (CL) |
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| 2) |
What is CL?
Historical development
Contrastive Analysis Hypothesis
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| 3) |
Hierarchy of Difficulty
Problems for the CL Hypothesis
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| 4) |
Levels of description |
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| 5) |
Interlanguage Theory
The Birth of Interlanguage
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| 6) |
Selinker’s View of Interlanguage |
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| 7) |
Other Views of Interlanguage and its Properties
Transfer, Interference and Cross-linguistic Influence
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| 8) |
Positive and Negative Transfer |
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| 9) |
Borrowing
Code Switching
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| 10) |
Fossilization |
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| 11) |
Error Analysis
Definitions and Goals
Development of Error Analysis
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| 12) |
The Importance of Learners’ Errors;
The Criticism of Error Analysis
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| 13) |
Linguistic Ignorance and Deviance;
Defining Mistake and Errors
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| 14) |
Procedures of Error Analysis;
Sources of Error;
Implications of CL in Second Language Learning
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Program Outcomes |
Level of Contribution |
| 1) |
1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. |
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| 2) |
2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. |
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| 3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
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| 4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
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| 5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
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| 6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
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| 7) |
7. Design English language teaching curriculum and lesson plans. |
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| 8) |
8. Organize effective classrooms that promote English language learning. |
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| 9) |
9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. |
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| 10) |
10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. |
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| 11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
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| 12) |
12. Take into consideration professional and ethical rules and principles. |
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| 13) |
13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. |
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| 14) |
14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. |
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| 15) |
15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. |
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| 16) |
16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |
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