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  • ENGL407
  • ENGL409

Course Details

KINGDOM OF SAUDI ARABIA

MINISTRY OF HIGHER EDUCATION

UNIVERSITY OF TABUK

COLLEGE OF EDUCATION AND ARTS

LANGUAGES & TRANSLATION DEPT.

 

Course Code. ENGL. 407 (3 CREDITS)

 

Semantics

 

ACADEMIC YEAR: 1436-1437/2015-2016 – 2nd Semester

Mondays 02:00 – 04:00 pm

Tuesdays 01:00 – 02:00 pm







Instructor: Hanan Mohammed AlEid, MA

Office: Room 1-23A-1-10, (A) Bld.

 

E-mail: h_aleied@ut.edu.sa

 

Twitter account: @7nanclass.

 


 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


(Modified from syllabus EDS 464/664-Dr. Elza Major & 481/681- Elisa M. Storke)

 

 

 

 

 

Semantics – ENGL 407

 

Course Description:

 

This course is an undergraduate level course in Semantics. The course introduces students to the basic elements of semantics. They are encouraged to define and explore the basic elements of semantics like sense, reference, predicates and predicators, universe of discourse, sense properties and sense relations. The course provides students with an introductory theoretical background of the study of meaning reinforced by practical exercises in a way that helps the students to grasp the idea of meaning and acquire some critical and analytical thinking toward meanings in the language.

 

Course Objectives:

 

Briefly describe any plans for developing and improving the course that are being implemented.  (eg increased use of IT or web based reference material,  changes in content as a result of new research in the field)

-Encouraging students to use web-based reference materials (online linguistic journals, linguistic websites, general web search engines, etc.) to search for more explanations of new semantic notions.

 

My role as your instructor in this course is to:

 

a.)   Guide, focus, and facilitate class discussions in a democratic manner.

b.)   Model and promote academic excellence, collegiality, and respect for diversity of opinions.

c.)   Provide individual feedback on student work.

 

Your role in the course is to:

 

1-    Be an independent learner. You and you alone are responsible for your learning. Just attending classes silently and completing course assignments at the bare minimum level of effort is not the type of academic work expected of university students.

2-    DO THE ASSIGNED READINGS ON THE ASSIGNED DATES.(CRUCIAL ISSUE & VERY IMPORTANT).

3-    Participate in the community of learners. Learning is a social act and that knowledge is socially constructed. Each student’s learning is best achieved within a community of learners (this class) through engaging, collaborative, and participatory class discussions.

4-    Be prompt and attend every class in its entirety. Unreasonably high unexcused absenteeism, chronic tardiness or early departures from class denote a casual, less than professional attitude and lack of commitment toward academic work. If you have other commitments that conflict or overlap with the class time, please make arrangements so that you CAN arrive to class on time. Class attendance is required and must be a priority for students enrolled in this course.

5-    Barring any personal crisis or serious illness—we are all human and unforeseeable circumstances could prevent any of us, myself included, from attending class or cause us to be tardy on occasion-unexpected absences will affect the grade considerably. Students with special circumstances should discuss this with the instructor before registering for the class.

 

 

 

 

 

 

 

Assigned Reading:

 

 

 

Week No.

Assigned Reading

1-

Week 1

Introduction, course overview, and course syllabus.

2-

Week 2

Semantic meaning.

3-

Week 3

Semantic feature.

4-

Week 4

Semantic roles.

5-

Week 5

Lexical relations. Synonymy.

6-

Week 6

Mid-term test.

7-

Week 7

Antonymy. Hyponymy.

8-

Week 8

Prototypes.

9-

Week 9

Polysemy.

10-

Week 10

Word play. Metonymy.

11-

Week 11

Mid-term test.

12-

Week 12

Collocation.

13-

Week 13

Revision. Course closure.

 

 
Katharina Rustipa, Contrastive Analysis, Error Analysis, Inter-language and the Implication to Language Teaching.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Recommended text:

 

George Yule, The study of language (2010).

 

Assignments:

 

 

 

Week No.

Assignment

1-

Week 1

None

2-

Week 2

None

3-

Week 3

 

4-

Week 4

 

5-

Week 5

 

6-

Week 6

To be updated..

7-

Week 7

 

8-

Week 8

 

9-

Week 9

 

10-

Week 10

 

11-

Week 11

 

12-

Week 12

 

13-

Week 13

 

 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


SENSE RELATIONS 2

 

2

6

2 Course components (total contact hours per semester): 42

Lecture:      3 HOURS

Tutorial: NONE

Practical/Fieldwork /Internship: NONE

 

Other: NONE







 

3. Additional private study/learning hours expected for students per week. (This should be an average for the semester not a specific requirement in each week)

NONE

 

4. Development of Learning Outcomes in Domains of Learning  

For each of the domains of learning shown below indicate:

·       A brief summary of the knowledge or skill the course is intended to develop;

·       A description of the teaching strategies to be used in the course to develop that knowledge or  skill

·       The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned.

a.  Knowledge 

(i)  Description of the knowledge to be acquired

1. The course introduces students to the basic elements of semantics.

2. The course encourages students to discover the value and fascination of studying semantics.

3. The course exposes the students gradually to the basic elements of semantics like sense, reference, predicates and predicators, universe of discourse, sense properties and sense relations.

4. The course provides students with an introductory theoretical background of the study of meaning reinforced by practical exercises in a way that helps the students to grasp the idea of meaning and acquire some critical and analytical thinking toward meanings in the language.

 

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

1. Lectures/ Explaining the different theoretical semantic notions and their relationships with each other

2. Class discussions

3. Exercises

 

(iii)  Methods of assessment of knowledge acquired

IN-TERM AND FINAL EXAMS

b. Cognitive Skills

(i)  Cognitive skills to be developed

1. The ability to think critically and analytically about meanings in the language.                                           2. The ability to identify the various types of meanings and differentiate between them.                                 3. The ability to exemplify the various semantic concepts and theories discussed in the course.                              4. The ability to formulate well-formed theoretical statements about the various semantic concepts discussed in the course.

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

1. Lectures.

2. Class Discussion / teaching students to use the technical terms of semantics and to be able to talk about the meanings of the language (English, Arabic) using these terms.                                             3.  Exercises

(iii)  Methods of assessment of students cognitive skills

IN-TERM AND FINAL EXAMS

c. Interpersonal Skills and Responsibility

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

1. Regular and punctual attending of classes.

2. Cooperative work with peers in class.

3. Responsible and ethical class discussion and participation.

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

1. Group and individual discussions with students in and outside class.

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

1. Regular recording of students' attendance at the beginning of each lecture.

2. Quantity and quality of class participation.

d.   Communication, Information Technology and Numerical Skills

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

NONE

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

NONE

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

NONE

e.  Psychomotor Skills (if applicable)

(i)  Description of the psychomotor skills to be developed and the level of performance required

NOT APPLICABLE

 

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

NONE

(iii)  Methods of assessment of students psychomotor skills

NONE

 

Electronic Materials, Web Sites etc.

The instructor's official website: http://faculty.ksu.edu.sa/sarahalotaibi

 

http://cslu.cse.ogi.edu/HLTsurvey/ch3node7.html

 

http://www.universalteacher.org.uk/lang/semantics.htm

 

http://semanticsarchive.net/

http://jos.oxfordjournals.org/

 

http://linguistlist.org/pubs/cupmag/index.cfm

 

http://journals.cambridge.org/action/login

 

http://www.oxfordjournals.org

 

http://www.sil.org/linguistics/ETEXT.HTML

 

http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/Index.htm

 

http://www.alphadictionary.com/articles/ling003.html

http://www.utexas.edu/courses/linguistics/resources/semantics/index.html

 

 

 

 

 

 

 

 

STUDENT PACKET

APPENDICES (A-B)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix A

 

 

The covering page format:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Appendix B

 

 

 

The required format for all pages

 

 

 

-       Plain white page.

-       Font Type: Regular Times News Roman.

-       Font Size: 12

-       Double space.

-       Paper size: A4

-       All assignments must be typed.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



Attachments