SCOPE OF COURSE SYLLABUS
Intended for students enrolling in Theoretical and Applied Linguistics, this syllabus contains information specific to the course. It is a definitive record of the course's primary characteristics and the learning outcomes that a typical student can reasonably be expected to achieve if they take full advantage of the available learning opportunities. This document also serves as a reference for academic and support staff, internal and external examiners, and for future course monitoring and review.
COURSE AT A GLANCE
Theoretical and Applied Linguistics
Methods of Delivery
Dependent on the choice made during enrollment
Computer Software: Any computer software that aids learning.
Text 1: IL
Title: Introducing Linguistics - Theoretical and Applied Approaches
Author(s): Joyce Bruhn de Garavito and John W. Schwieter
Year Published: 2021
This course will introduce theoretical and applied linguistics's intellectual foundations, methods, and motivations: the scientific study and analysis of human language. The core subfields of linguistics, including phonetics (the study of the perception/ production of speech sounds), phonology (the study of sound systems and patterns), morphology (the study of word formation and structure), syntax (the study of sentence structure), and semantics (the study of word and sentence meaning), will be surveyed. The investigation into this field will include linguistic data representing the vast diversity of human language and some of those characteristics universal to all human languages, the discussion, and demonstration of analytical techniques used in contemporary linguistics and applied to problem sets. In addition, the course will also examine how the study of language and linguistic structure can be used in other disciplines, such as psychology, neurology, and sociology.
Upon completion of the course, students are expected to be able to:
Understand the different levels of language structure and their related core fields within linguistics.
Use scientific methods to conduct linguistic analyses at each level of linguistic structure.
Effectively and appropriately apply analysis methods cross-linguistically to language phenomena within English and other languages.
Understand how language is acquired and represented in the brain.
Apply knowledge of linguistics and language structure to the study of other disciplines.
Reference(s): IL Ch1
Animal Communication, and Language
Reference(s): IL Ch16
First and Second Language Acquisition
Reference(s): IL Ch12-13
Reference(s): IL Ch2
Reference(s): IL Ch3
Reference(s): IL Ch4
Reference(s): IL Ch5
Reference(s): IL Ch6
The Classification of Languages and Historical Linguistics
Reference(s): IL Ch7-8
Reference(s): IL Ch9
Pragmatics and Discourse Analysis
Reference(s): IL Ch10
Reference(s): IL Ch11
Psycholinguistics and Neurolinguistics
Reference(s): IL Ch14-15
Reference(s): IL Ch17
English Varieties Outside of North America
Reference(s): IL Ch18
DEADLINE: 23:59 (GMT+0) on Sunday of Week 6
All students must participate actively in discussions, class exercises, activities, simulations, and group work. Regular attendance, preparation, and participation in class discussions (online and in discussion forums) are required—good attendance results in more opportunities to engage in quality participation and earn a higher participation grade.
Class participation and discussion indicate that students have read the assigned readings. Grades will not be based on the number of posts submitted or comments made in a class but on the overall contribution to the discussion. Students are encouraged to exchange contact information and support one another if a class is missed. They must contact the course instructor if concerned about attendance or need additional information on any assignment. If a student cannot attend three or more classes, they may be asked to complete additional assignments to complete a course.
DEADLINE: 23:59 (GMT+0) on Sunday of Week 1-4
Each week from Week 1 to Week 4, students must complete one graded quiz with twenty (20) multiple-choice questions. These assessments aim to determine the level of comprehension and mastery of each week's material. The deadline to submit this assessment is always on Sunday at 23:59 (GMT+0) from Week 1 to Week 4. Quiz assignments are graded by computer, and the grade is stored in the online grade book. Only one 40-minute attempt per quiz is allowed.
END-OF-BLOCK QUIZ 1
Deadline: 23:59 (GMT+0) on Sunday of Week 1
END-OF-BLOCK QUIZ 2
Deadline: 23:59 (GMT+0) on Sunday of Week 2
END-OF-BLOCK QUIZ 3
Deadline: 23:59 (GMT+0) on Sunday of Week 3
END-OF-BLOCK QUIZ 4
Deadline: 23:59 (GMT+0) on Sunday of Week 4
DEADLINE: 23:59 (GMT+0) on Sunday of Week 6
In Week 5, students must complete one graded quiz consisting of sixty (60) multiple-choice questions. This assessment aims to determine the level of comprehension and mastery of the material covered over five weeks. The deadline to submit this assessment is always on Sunday at 23:59 (Greenwich Meantime GMT+0) of Week 5. Quiz assignments are graded by computer, and the grade is stored in the online grade book. Only one 120-minute attempt per quiz is allowed.
THEORETICAL RESEARCH PAPER
DEADLINE: Sunday at 23:59 (GMT+0) of Week 6
This must be eight pages (approximately two thousand words) not including references, title page, and appendix. The purpose of this assessment is to determine the level of comprehension and mastery of the material covered over five weeks, focusing on the practical aspects of the course. The deadline to submit this assessment is always on Sunday at 23:59 (GMT+0) of Week 5. The grade is stored in the online grade book. As only one attempt per piece of coursework is allowed, it is highly recommended that students review all course materials and complete some test preparation tasks before attempting the graded assessment.
Choose one issue that you found compelling during this semester and explore it in greater depth. Your paper should demonstrate a thorough understanding of class readings and should include well-integrated readings/videos from class (reference at least 5), additional readings (at least 5 references beyond class readings, which can include up to 2 “further readings”), your personal experience, and your reflections and theorizing, including your ideas about pedagogical implications. If you find that the number of references isn’t making sense for the particular line of inquiry you’re pursuing, let me know, I can be flexible. One goal of this assignment is to support your library literacy skills and provide you with good experience poking around in library databases and making choices about what sources suit your needs best, out of the millions of articles and books out there. You will give a 10-minute presentation of your theoretical research paper at the research symposium.
8 full pages (approximately 2000 words), double-spaced.
Upload as a .pdf file to Nebula by 11:59pm on Friday, June 10th, 2023.
Include at least 5 references from class readings in your text.
Include at least 5 references beyond class readings, (can include up to 2 “further readings”).
Include a list of references in APA style.
Present a 10-minute overview of your paper in class.
(5.0%) Explore a topic that reflects the scope and content of the course.
(10.0%) Integrate and demonstrate a thorough understanding of class readings, referencing at least 5 class readings.
(10.0%) Reference and demonstrate an understanding of at least 5 additional readings beyond class readings (can include up to 2 “further readings”).
(10.0%) Integrate personal experience.
(10.0%) Discuss pedagogical implications.
(20.0%) Include insightful reflection and personal theorizing.
(20.0%) Write clearly, compellingly, and elegantly.
(10.0%) Give an instructive and clear 10-minute presentation.
(5.0%) Use APA style with consistency, including an appropriately cited list of references.
Please be sure to review the following important information about the University Policies and Procedures.
All students must participate in all classroom activities, attend classes regularly, and prepare before classes for classroom activities that require advance preparation. Students need to fully appreciate that good attendance results in more opportunities to engage in quality participation, which, in turn, results in a more thorough acquisition of subject knowledge and higher participation grades.
Participation in classroom discussions indicates that students have read the assigned readings. Grades will not be based on the number of posts submitted or comments made in the classroom but on the overall quality of contributions to discussions.
If a student is unable to attend 3 or more classes, he/she may be asked to complete additional assignments to complete the course.
Mode of Attendance
For the portion of the course that takes place over Microsoft Teams:
Students are required to arrive on time and engage appropriately with their fellow students, their teacher(s) and course materials. They must attend with a functional web camera and microphone, have the latest version of Microsoft Teams installed on their computers, avoid attending via a mobile phone or web browser, and have all necessary materials to hand. Also, their cameras must be always switched on, except for occasions when privacy becomes a necessity. In addition, they must be appropriately attired, attend in an environment that will not distract them, their fellow students or their teacher(s), especially avoiding attending while in a vehicle, whether moving or stationary.
For the on-campus portion of the course:
The mandatory on-campus session meets as per the AUS Campus schedule. Good attendance is required to earn credits and pass the course. Students cannot arrive late or leave early. Students traveling from afar must plan accordingly, giving themselves plenty of time to arrive by the start of class. No exceptions can be granted.
Classes start and end on time, with late entry or reentry allowed only under exceptional circumstances. All phones and electronic devices must be turned off.
The expectation is that students read assigned materials prior to class. Class discussions are based on their reading of these materials and their reflections on what they have learned and how these relate to their experiences. Assignments are intended to encourage students’ exploration, reflection on and synthesis of assigned topics and course discussions.
Assessments are listed in the course syllabus and are due by the stipulated deadlines.
No assessment will be accepted after the day following the day it is due. If an assessment submission is one day late late, it will receive an automatic reduction in grade of one letter, for example, from an A to a B. After that, no late work will be accepted, and the student will receive an F grade for the assessment.
Submission of late papers must be approved in advance. Late final papers will not be accepted.
ACADEMIC INTEGRITY POLICY
Students are responsible for understanding the University Policies and how to use sources responsibly. Violations of academic integrity are taken very seriously. Students are asked to visit the course RESM 50011: Fundamentals of Graduate Research Reading and Writing to review important information on academic citation and referencing rules.
ACCESSIBILITY SERVICES POLICY
The University is committed to providing an accessible academic community. The Disability Services (DS) is responsible for providing accommodations to students with disabilities. Students must request accommodations or adjustments through the DS. Instructors cannot grant accommodation requests without prior DS approval. It is imperative to be in touch with the DSS as soon as possible to avoid delays in the provision of an accommodation.
The University takes student privacy seriously. Any medical documentation should be provided directly to the DS if a substantial accommodation is required. If a student misses any classes due to a short-term illness, he/she should notify his/her instructor but to avoid the inclusion of a doctor's note. Course staff will not request, accept, or review doctor's notes or other medical documentation. For more information, email DS@TheAUS.us
PUBLISHING OR DISTRIBUTING COURSE MATERIALS POLICY
Students may not post, publish, sell, or otherwise publicly distribute course materials without the written permission of the course instructor. Such materials include, but are not limited to, the following: lecture notes, lecture slides, video, or audio recordings, assignments, problem sets, examinations, other students’ work, and answer keys. Students who sell, post, publish, or distribute course materials without written permission, whether for the purposes of soliciting answers or otherwise, may be subject to disciplinary action, up to and including a requirement to withdraw. Furthermore, students may not make video or audio recordings of class sessions for their own use without written permission from the instructor.
ETHICS AND USE OF PRIOR MATERIALS
It is never appropriate to use materials prepared for previous courses by students or faculty. Students should not use previously completed case write-ups, or summaries of readings.
WEEKLY CLASS MEETING SCHEDULE
Additional information can be found on the course website.
Please note: the syllabus may be modified prior to and during a course, including updates to assignments and additional material.