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​​​​​​​​​​​​​A112A aims to:

• Explore​ examples of art and literature to develop an understanding of how people are inspired by ancient places, including thos​e who encountered them in the eighteenth and nineteenth centuries.

• Engage learners in exploring how writing involves a journey of discovery, as well as how contemporary writers have used their experiences of real-life journeys to evoke a sense of place and to write about home

• Introduce learners to some of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.

• Demonstrate how texts, which are deeply rooted within the cultural contexts in which they were written, can still have much impact on us today.

• Explore cultures with reference to the module's four subject areas: art history, classical studies, creative writing, and English literature.
• Help learners develop analytic skills in relation to placing ancient cultures through looking at evidence from different ancient places to underline what was important to the people of the ancient world, as well as why ancient places continued to have cultural relevance in later centuries.
• Guide learners to critique the techniques that artists have used to show how works of art have been used to represent power as well as to challenge it.

Explore texts which began as 'popular' works but which have come to be regarded as 'classics' of English literature.

• Build critical skills that can help learners identify the characteristics that make a classic text​
  
  

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​​A. Knowledge and understanding

At the end of the module, learners should be able to:

A1: Demonstrate understanding of how people are inspired by ancient places, including those who encountered them in the eighteenth and nineteenth centuries.

A2: Understand the role of cultures in text production

A3: Develop knowledge of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.

A4: Develop knowledge of the techniques that artists used to show how works of art have been used to represent power as well as to challenge it.

A5: Develop knowledge of cultures with reference to the module's four subject areas: art history, classical 

B. Cognitive skills

At the end of the module learners should be able to:

B1: Develop awareness of the role of culture in studying art history, classical studies, creative writing and English literature

B2: Understand the requirements of looking at evidence from ancient cultures to appreciate how they continue to have relevance in later centuries.

B3: Discuss the requirements of a classic text

B4: Develop an understanding of the role of different types of texts.

B5: Develop different reflective strategies that critically and constructively explore how writing involves a journey of discovery.

C. Practical and professional skills

D Key transferable skills 

At the end of the module, learners should be able to:

D1: Discuss with confidence issues related to how are cultures produced and encountered.

D2: Demonstrate skills on working co-operatively with others.

D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated 

and used in new situations.​

​​​​​​

The module aims to:

• Explore examples of art and literature to develop an understanding of how people are inspired by ancient places, including those who encountered them in the eighteenth and nineteenth centuries.

• Engage learners in exploring how writing involves a journey of discovery, as well as how contemporary writers have used their experiences of real-life journeys to evoke a sense of place and to write about home

• Introduce learners to some of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.

• Demonstrate how texts, which are deeply rooted within the cultural contexts in which they were written, can still have much impact on us today.

• Explore cultures with reference to the module's four subject areas: art history, classical studies, creative writing, and English literature.
• Help learners develop analytic skills in relation to placing ancient cultures through looking at evidence from different ancient places to underline what was important to the people of the ancient world, as well as why ancient places continued to have cultural relevance in later centuries.
• Guide learners to critique the techniques that artists have used to show how works of art have been used to represent power as well as to challenge it.

Explore texts which began as 'popular' works but which have come to be regarded as 'classics' of English literature.

• Build critical skills that can help learners identify the characteristics that make a classic text​
  

​

A. Knowledge and understanding

At the end of the module, learners should be able to:

A1: Demonstrate understanding of how people are inspired by ancient places, including those who encountered them in the eighteenth and nineteenth centuries.

A2: Understand the role of cultures in text production

A3: Develop knowledge of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.

A4: Develop knowledge of the techniques that artists used to show how works of art have been used to represent power as well as to challenge it.

A5: Develop knowledge of cultures with reference to the module's four subject areas: art history, classical 

B. Cognitive skills

At the end of the module learners should be able to:

B1: Develop awareness of the role of culture in studying art history, classical studies, creative writing and English literature

B2: Understand the requirements of looking at evidence from ancient cultures to appreciate how they continue to have relevance in later centuries.

B3: Discuss the requirements of a classic text

B4: Develop an understanding of the role of different types of texts.

B5: Develop different reflective strategies that critically and constructively explore how writing involves a journey of discovery.

C. Practical and professional skills

At the end of the module, learners should be able to:

C1: Demonstrate awareness of the role of culture in 

impacting texts

C2: Adopt and apply suitable professional attitude in looking at art history, classical studies, creative writing and English literature

C3. Demonstrate a reflective approach through an integrated understanding of the role of cultural identities and how they emerge and are expressed.

D Key transferable skills 

At the end of the module, learners should be able to:

D1: Discuss with confidence issues related to how are cultures produced and encountered.

D2: Demonstrate skills on working co-operatively with others.

D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.​

​​​​​​​The module aims to:

• Engage learners in exploring how writing involves a journey of discovery, as well as how contemporary writers have used their experiences of real-life journeys to evoke a sense of place and to write about home

• Introduce learners to some of the main skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.

• Demonstrate how texts which are deeply rooted within the cultural contexts in which they were written, can still have much impact on us today.

Explore cultures with reference to A112T's main subject areas: art history and  creative 

• writing.
• Help learners develop analytic skills in relation to placing ancient cultures through looking at evidence from different ancient places to underline what was important to the people of the ancient world, as well as why ancient places continued to have cultural relevance in later centuries.
• Guide learners to analyse critically the techniques that artists have used.

• Build critical skills that can help learners identify the characteristics of different texts.
  

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​

A. Knowledge and understanding

At the end of the module, learners should be able to:

A1: Demonstrate understanding of how people are inspired by ancient places, including those who encountered them in the eighteenth and nineteenth centuries.

A2: Show understanding of the role of cultures in text production.

A3: Develop knowledge of the main skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.

A4: Develop knowledge of cultures with reference to A112T's main subject areas: art history and creative writing

B. Cognitive skills

At the end of the module learners should be able to:​

B1: Develop awareness of the role of culture in studying art 

history, and creative writing

B2: Understand the requirements of looking at evidence from ancient cultures to appreciate how they continue to have relevance in later centuries.

B3: Discuss the requirements of different texts

B4: Develop an understanding of the role of different types of texts.

B5: Develop different reflective strategies that critically and constructively explore how writing involves a journey of discovery.

C. Practical and professional skills

At the end of the module, learners should be able to:

C1: Demonstrate awareness of the role of culture in impacting texts

C2: Adopt and apply suitable professional attitude in looking at art history and creative writing 

C3. Demonstrate a reflective approach through an integrated understanding of the role of cultural identities and how they emerge and are expressed.

D Key transferable skills 

At the end of the module, learners will be expected to:

D1: Discuss with confidence issues related to how are cultures produced and encountered.

D2: Demonstrate skills on working co-operatively with others.​

D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.​​

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The module aims to:

• Develop the habit and skill of writing.

• Examine a range of strategies in developing creative writing
• Introduce the role of memory and experience in building a daily discipline for writing.

• Present the main aspects of narrative including story structure and genre
• Evaluate components of narrative including character, point of view, place and time.
• Discuss the role and function of poetry.

Introduce the main formal strategies and poetic devices, including lines; line breaks; enjambment; rhyme and half-rhyme; varieties of metre; stanzas; and forms.

• Examine biography and autobiography and discuss some of the central issues raised by life writing, including the nature of memory and forgetting, the performance of the self, and the representation of others.
• Outline the requirement for professional presentation of manuscripts and an understanding of audience and market​
  

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A. Knowledge and understanding

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At the end of the module, learners should be able to:

A1: Develop an understanding of the strategies used in creative writing.

A2: Develop a critical appreciation of the most popular forms or writing; fiction, poetry and life writing.

A3: Develop knowledge of the key linguistic tools and terminologies for the analysis and evaluation of forms of narrative, fiction and autobiography, including collected examples.

A4: Develop a perspective on creative writing, including aspects of structure and genre, role and function, representation of self and other.

A5: Develop an understanding of requirement for professional presentation of manuscripts, audience and market.

B. Cognitive skills

At the end of the module, learners should be able to:

B1: Develop awareness of the requirements of writing in a range of genres.

B2: Understand the role of memory and experience in advancing and building a daily discipline for writing.

B3: Discuss the characteristics and styles of popular forms or writing; fiction, poetry and life writing

B4: Develop different reflective strategies that critically and constructively explore aspects of structure and genre, role and function, representation of self and other, in different forms of creative writing.

C. Practical and professional skills

At the end of the module, learners should be able to:

C1: Demonstrate awareness of the range of strategies that are applied in creative writing.

C2: Adopt and examine examples of creative writing from a range of genres.

C3. Demonstrate a reflective approach through an integrated understanding of the significance of professional presentation of creative writing, audience and market.

D Key transferable skills 

At the end of the module, learners will be expected to:

D1: Discuss with confidence issues related to styles and genres of creative writing.

D2: Demonstrate skills on working co-operatively with others.

D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.​​

​​​

The module aims to:

• Develop the habit and skill of writing.

• Examine a range of strategies in developing creative writing
• Introduce the role of memory and experience in building a daily discipline for writing.

• Present the main aspects of narrative including story structure and genre
• Evaluate components of narrative including character, point of view, place and time.
• Discuss the role and function of poetry.

Introduce the main formal strategies and poetic devices, including lines; line breaks; enjambment; rhyme and half-rhyme; varieties of metre; stanzas; and forms.

• Examine biography and autobiography and discuss some of the central issues raised by life writing, including the nature of memory and forgetting, the performance of the self, and the representation of others.
• Outline the requirement for professional presentation of manuscripts and an understanding of audience and market
  

​​

​A. Knowledge and understanding

At the end of the module, learners should be able to:

A1: Develop an understanding of the strategies used in creative writing.

A2: Develop a critical appreciation of the most popular forms or writing; fiction, poetry and life writing.

A3: Develop knowledge of the key linguistic tools and terminologies for the analysis and evaluation of forms of narrative, fiction and autobiography, including collected examples.

A4: Develop a perspective on creative writing, including aspects of structure and genre, role and function, representation of self and other.

A5: Develop an understanding of requirement for professional presentation of manuscripts, audience and market.

B. Cognitive skills

 B1: Develop awareness of the requirements of writing in a range of genres.

B2: Understand the role of memory and experience in advancing and building a daily discipline for writing.

B3: Discuss the characteristics and styles of popular forms or writing; fiction, poetry and life writing

B4: Develop different reflective strategies that critically and constructively explore aspects of structure and genre, role and function, representation of self and other, in different forms of creative writing.

C. Practical and professional skills

C1: Demonstrate awareness of the range of strategies that are applied in creative writing.

C2: Adopt and examine examples of creative writing from a range of genres.

C3. Demonstrate a reflective approach through an integrated understanding of the significance of professional presentation of creative writing, audience and market.

D Key transferable skills 

D1: Discuss with confidence issues related to styles and genres of creative writing.

D2: Demonstrate skills on working co-operatively with others.

D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.​

​​​​​​​​A230 aims to: 

• provide a clear and steady progression from Level 4 to Level 6 as the module builds on the knowledge and skills acquired on A112 and E121.
• develop students' specialized knowledge, conceptual frameworks, jargon and terminology.
• develop students' critical and analytical skills in relation to primary and secondary texts, including critical theory in literature.
• improve students' abilities to critically evaluate and synthesise ideas from a range of sources.
• enhance students' abilities to present clearly evidenced and constructed arguments in writing.

The module builds on the knowledge and skills acquired on A112 and E121. The module is designed to start with a gentle introduction to the discipline and to become gradually more challenging as it progresses, so that by the end of the module students will be prepared to move on to the study of English Literature at Level 6. In an effort to enhance the students' sense of their progression from Level 4 and Level 6, it takes care to identify the specific study-skills being taught at different stages of the module. The assessment will invite students to reflect on their own experience of learning as they progress through the module.

A230 adopts a chronological approach to the study of English Literature, introducing students to the six principal literary periods – the Renaissance, the Long Eighteenth Century, the Romantic period, the Victorian Age, and the early and late Twentieth Century. Each of these has a corresponding block of study lasting four weeks which focuses on a few representative literary texts of the period. This clear and logical structure will further contribute to students' sense of progression as well as providing them with a solid grounding in the study of English Literature. Each block of study will also introduce students to particular study skills and to a particular theoretical concept which will aid them in making the transition to the Department's Level 6 modules. A230 module aims at the following:

1. Knowledge and understanding

At the end of the module, learners will be expected to show knowledge and understanding of:

A1: the formal characteristics of the principal genres and sub-genres of literature (novel, short story, plays, romance and realist novel, novel of growth, tragedy, comedy, life-writing, travel-writing, letters, film, popular fiction, and writing for children).

A2: a range of writers coming from many cultural backgrounds, including English, Irish, Scottish, French, German, American, African, and Caribbean writers.

A3: how literary texts have been written and received within literary, cultural and socio-historical contexts from the Renaissance to the present.

A4: theoretical concepts such as 'literature', textuality, the nature of context and inter-text, the idea of the author, the history of reading and the book.

A5: the problematic nature of a literary history conceived in terms of period and nation, and the development of the concept of 'literatures'.

B. Cognitive skills

At the end of the module, learners should be able to:

B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation.​

B2. construct an argument, comparing and contrasting two or more literary texts (novels, plays, characters, themes).

B3. engage with literary criticism of the assigned texts.

B4. Use appropriate literary, critical, and linguistic terminology to describe and discuss specific theories, concepts and evidence.

B5: Synthesise information and ideas from different sources in order to reach their own conclusions.

C Practical and professional skills

At the end of the module, learners should be able to:

C1. be able to keep to the focus of a question while answering

C2. write an essay in the correct format, with proper beginning, and in logical and coherent development;

C3. use correct language: syntax, grammar, spelling, punctuation and quotation marks;

C4. use word processing skills effectively, to present a typed answer in a format that aids understanding, using different fonts, highlighting devices, margins and indentations;

C5.use secondary sources ethically by avoiding plagiarism.

D Key transferable skills

At the end of the module, learners should be able to:

D1. be able to write in an appropriate academic register, using scholarly conventions, like acknowledging borrowings from other sources, like audio video, the internet, and relevant critics, with proper referencing.

D2. be able to read and synthesize from a large range of texts.

D3. develop listening strategies, especially in relation to audio video course material, and to gain an extended understanding of narrative and dramatic texts.​

D4. make effective use of feedback from a tutor to improve performance continually.

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1. Knowledge and understanding

At the end of the module, learners will be expected to show knowledge and understanding of :

A1: the formal characteristics of the principal genres and sub-genres of literature (novel, short story, plays, romance and realist novel, novel of growth, tragedy, comedy, life-writing, travel-writing, letters, film, popular fiction, and writing for children).

A2: a range of writers coming from many cultural backgrounds, including English, Irish, Scottish, French, German, American, African, and Caribbean writers.

A3: how literary texts have been written and received within literary, cultural and socio-historical contexts from the Renaissance to the present.

A4: theoretical concepts such as 'literature', textuality, the nature of context and inter-text, the idea of the author, the history of reading and the book.

A5: the problematic nature of a literary history conceived in terms of period and nation, and the development of the concept of 'literatures'.

B. Cognitive skills

At the end of the module learners will be expected to:

B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation.

B2. construct an argument, comparing and contrasting two or more literary texts (novels, plays, characters, themes).

B3. engage with literary criticism of the assigned texts.

B4. Use appropriate literary, critical, and linguistic terminology to describe and discuss specific theories, concepts and evidence.

B5: Synthesise information and ideas from different sources in order to reach their own conclusions.

C Practical and professional skills

At the end of the module, learners will be expected to:

C1. be able to keep to the focus of a question while answering

C2. write an essay in the correct format, with proper beginning, and in logical and coherent development;

C3. use correct language: syntax, grammar, spelling, punctuation and quotation marks;

C4. use word processing skills effectively, to present a typed answer in a format that aids understanding, using different fonts, highlighting devices, margins and indentations;

C5.use secondary sources ethically by avoiding plagiarism.

D Key transferable skills

At the end of the module, learners will be expected to:

D1. be able to write in an appropriate academic register, using scholarly conventions, like acknowledging borrowings from other sources, like audio video, the internet, and relevant critics, with proper referencing.

D2. be able to read and synthesize from a large range of texts.

D3. develop listening strategies, especially in relation to audio video course material, and to gain an extended understanding of narrative and dramatic texts.​

D4. make effective use of feedback from a tutor to improve performance continually.

The underlying principle of the module design has been to provide:

1. a sound grounding and adequate coverage for students from 1800 literature to the present.

offering considerable scope for students to explore specific texts, contexts, literary processes and critical perspectives in depth. 

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The underlying principle of the module design has been to provide:

1. a sound grounding and adequate coverage for students from 1800 literature to the present.

offering considerable scope for students to explore specific texts, contexts, literary processes and critical perspectives in depth. ​

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·         تنمية مهارات التواصل اللغوي لدى الطالب، من خلال إكسابه بعض المعارف اللغوية المناسبة لمستوى الجامعة.

·         الإلمام بفنون البلاغة العربية، والتدرب على نماذجها.

·         التعرف على طبيعة الشعر، مفهوما، ومكانة، والوقوف على مفاتيح تذوقه، وضرورة قراءته.

·         التدرب على كتابة بعض النشاطات الكتابية مع الاستعمال الصحيح لعلامات الترقيم واجتناب الاخطاء الاملائية.

·         تبين عناصر الكتابة في كل فن من فنونها.

·         التعرف على الفنون النثرية، وسماتها.

·         الاطلاع على نماذج من النصوص، وصلاً للطالب بتراث امته وحضارته. 

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By the end of the module, students will be able to:

A1. Recognize and pronounce basic Chinese sounds and tones.

A2. Understand and use common greetings, numbers, days of the week, and everyday expressions.

A3. Demonstrate an awareness of key aspects of Chinese cultural practices and customs.

B1. Recognize patterns in Mandarin sentence structures.

B2. Differentiate between tones and their impact on meaning.

B3. Apply learned vocabulary in different conversational contexts.

C1. Engage in basic Chinese conversations about personal topics, such as family, hobbies, and daily routines.

C2. Write basic Chinese characters and understand their meanings.

D1. Cross-cultural communication skills.

D2. Confidence in language learning strategies.

D3. Basic digital literacy skills through interactive language-learning platforms.​

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This is an introductory course in English phonetics and linguistics that aims to:

1.  Introduce students to both phonetics and linguistics in a simple and practical manner;

2.  Give them ample practical training in the two disciplines;

3.  Acquaint them with basic terminology used in phonetics and linguistics;

4.  Prepare them for the more advanced language courses in the BA programme in English Language and Literature and the translation track.

​

At the end of the module, learners should be able to:

A1. understand the definition of linguistics as a science and some related branches

A2. Learn the phonetic component which deals with English sounds

1.  Identify and classify English sounds,

2.  Listen to English sounds produced by native speakers of the language,

3.  Look up the pronunciation of words in online dictionaries,

4.  Use phonetic symbols to transcribe English words,

A3. understand the Linguistic component: the different aspects of language study

1. Word structure/ morphology
2. prosody: intonation, word and sentence stress
3. Syntax/ sentence structure, types and functions
4. Semantics: word meaning, synonymy, antonymy, hyponymy, idioms, collocations

Pragmatics: Grice's maxims, The Cooperative Principle          

B1. Identify and transcribe English sounds;

B2. Pronounce words correctly with the appropriate stress and intonation;

B3. Divide words into morphemes and distinguish between different types of morphemes; and understand different word formation systems;

B4. Understand sentence structure, sentence types and sentence constituents;

B5. Be familiar with lexical semantics: synonyms, antonyms, hyponyms, homonyms, metaphor, phrasal verbs, connotations and collocations.

B6. Understand Grice's maxims and the cooperative principle and know when they are flouted. 

C1. Pronounce English appropriately

C2. Understand spoken English 

C3. Analyse words, clauses, sentences and texts linguistically (phonetically, morphologically, syntactically, somatically and pragmatically). 

D1. be able to define basic linguistic concepts that will be met later in more advanced courses mainly:

• Phonemes
• Morphemes
• Prosodic features
• Different types of sentences
• Different types of clauses
• Different types of phrases
• Different semantic relations
  
   
  
  D2. Be able to transcribe words and write them phonetically
  
   
  
  D3. Divide words into syllables and identify stressed syllables   
  

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The module aims to:

• Allow students to distinguish between different literary genres and to recognize their major similarities and differences.
• Help them to explore various ways of reading literary works, using author, reader, and text-oriented approaches.
• Enhance students' research and communication skills through presentations, and reading and writing skills through assignments and different forms of assessment.
• Develop students' reflective reading that enhances their analytical and critical skills. 
  
  

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​A. Knowledge and understanding

A1:  Knowledge and understanding of different literary genres (short story, poetry, drama, and essay).

A2: Knowledge and understanding of literary elements (character, plot, setting, point of view, style, and theme).

A3: Knowledge and understanding of literary terms and concepts.

A4: Knowledge and understanding of author-, reader-, and text-oriented approaches.

A5: Knowledge and understanding of the historical and cultural backgrounds of literary texts.

A6: Knowledge and understanding of the multidimensionality of literary texts in terms of ethics and aesthetics.

B. Cognitive skills

At the end of the module, learners should be able to:

B1: Recognize and analyse the distinctive features of each of the literary genres (short story, poetry, drama, and essay).

B2: Recognise the literary terms and concepts needed to discuss literary texts.

B3: Compare and contrast different literary approaches in analysing texts (author-, reader-, and text-oriented approaches).

B4: Develop appreciation of short stories through close reading and critical analysis. 

B5: Develop appreciation of poetry through the appreciation of aesthetics and ethics.

C. Practical and professional skills

At the end of the module, learners should be able to:

C1: Apply various analytical and critical strategies to literary genres.

C2: Articulate arguments pertaining to explicit and implicit messages in a literary text.

C3: Evaluate the historical, cultural, and biographical context of various literary texts.

C4: Plan a proper research based on synthesis, analysis, and critique of different sources.

D Key transferable skills 

At the end of the module, learners should be able to:

D1: Make use of the key literary concepts and terminology proper to different literary genres.

D2: Consider literary and other texts reflectively and critically

D3: Construct a coherent and relevant argument supported by evidence from primary and secondary sources.​

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The overall aim of this module is to show how a knowledge and understanding of English grammar can be applied in practical and useful ways.

In broad terms, upon completing this course, students will acquire:

• An understanding of the major characteristics of English grammar;
• Skills in language description and grammatical analysis and interpretation in order to gain an insight into how English 'works' in real-life contexts;

Skills in applying grammatical/linguistic understanding in order to evaluate and, where appropriate, improve the quality of spoken and written texts.

​A. Knowledge and understanding

If students successfully complete the course they will have knowledge and understanding of:

A1. Knowledge and understanding of the major characteristics of structural and functional theories of English grammar;

A2. Knowledge and understanding of a range of methods, analytical tools, concepts and metalanguage for describing and analysing English Grammar in use;

A3. Knowledge and understanding of insights into the grammar of English which can be applied to a range of real-life (including professional) contexts.

B. Cognitive skills

If students successfully complete the course, they will be able to:

B1. Describe major grammatical structures and patterns in English in use and relate these to meaning, purpose and context.

B2. Apply the analytical frameworks acquired through the module to the analysis, interpretation and evaluation of authentic spoken and written English texts in relation to their context.

B3. Acquire and synthesize information and ideas drawn from varied sources, and critically evaluate alternative explanations and arguments deriving from different theoretical paradigms and value positions.

B4. Argue a case in a grammatically principled way, using appropriate linguistic terminology, for a particular analysis/ interpretation/ evaluation of English language use in context.

B5. Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.​

C. Practical and professional skills

If students successfully complete the course, they will be able to:

C1. Assess the value of evidence critically (including simple statistical data);

C2. Make independent judgements;

C3. Construct coherent written arguments, supported by relevant evidence, appropriately referenced.

D. Key skills

If students successfully complete the course, they will be able to:

D1. Identify and ask questions appropriately to explore issues within the field of English language studies;

D2: Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence;

D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions;

D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts;

D5. Select and use appropriate ICT tools to analyze data and extend your learning;

D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance.​

​​​​​​​​

The overall aim of this module is to show how a knowledge and understanding of English grammar can be applied in practical and useful ways.

In broad terms, upon completing this course, students will acquire:

• An understanding of the major characteristics of English grammar;
• Skills in language description and grammatical analysis and interpretation in order to gain an insight into how English 'works' in real-life contexts;

Skills in applying grammatical/linguistic understanding in order to evaluate and, where appropriate, improve the quality of spoken and written texts.

​A. Knowledge and understanding

If students successfully complete the course they will have knowledge and understanding of:

A1. Knowledge and understanding of the major characteristics of structural and functional theories of English grammar;

A2. Knowledge and understanding of a range of methods, analytical tools, concepts and metalanguage for describing and analysing English Grammar in use;

A3. Knowledge and understanding of insights into the grammar of English which can be applied to a range of real-life (including professional) contexts.

 B. Cognitive skills

If students successfully complete the course, they will be able to:

B1. Describe major grammatical structures and patterns in English in use and relate these to meaning, purpose and context.

B2. Apply the analytical frameworks acquired through the module to the analysis, interpretation and evaluation of authentic spoken and written English texts in relation to their context.

B3. Acquire and synthesize information and ideas drawn from varied sources, and critically evaluate alternative explanations and arguments deriving from different theoretical paradigms and value positions.

B4. Argue a case in a grammatically principled way, using appropriate linguistic terminology, for a particular analysis/ interpretation/ evaluation of English language use in context.

B5. Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.

C. Practical and professional skills

If students successfully complete the course, they will be able to:

C1. Assess the value of evidence critically (including simple statistical data);

C2. Make independent judgements;

C3. Construct coherent written arguments, supported by relevant evidence, appropriately referenced.

D. Key skills

If students successfully complete the course, they will be able to:

D2: Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence;

D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions;

D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts;

D5. Select and use appropriate ICT tools to analyze data and extend your learning;

D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance.​

​The module aims to:

• Provide students with a broad understanding of the field of children's literature, including its conceptualization and development and key issues and debates in the area.
• Equip students with skills for literary, stylistic and multimodal analysis and to support their in-depth study of a range of specified texts from different periods and genres of children's literature.
• Consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:

1. The development of students' specialist knowledge, conceptual frameworks and terminology
2. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
3. The development of students' critical and analytical skills in relation to primary and secondary texts, including critical research literature
4. The further development of students' ability to critically evaluate and synthesise ideas from a range of sources.
5. Further development of students' ability to present clearly evidenced and constructed arguments in writing.
6. Further development of key skills from level 4 modules and enhance students' personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.

Children's books and the critical material collected in the Readers are therefore a core academic resource for student' study of the field of children's literature and these are supplemented with a Study Guide, and some audio material (DVD), providing interviews with academics, authors and illustrators, publishers, librarians and children themselves, performances of children's literature and story-telling, film clips, facsimiles and images. Specific analytic skills are introduced via the 3 interactive tutorials on a DVD-Rom and students may develop their academic and personal response to specific texts through class discussions and assignments. The structured guidance and activities for each week in the Study Guide will enable students to coordinate their work on other elements as they progress through the module. ​

​A. Knowledge and understanding

​​​​​​​The module aims to :

• Provide students with a broad understanding of the field of children's literature, including its conceptualization and development and key issues and debates in the area.
• Equip students with skills for literary, stylistic and multimodal analysis and to support their in-depth study of a range of specified texts from different periods and genres of children's literature.
• Consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:

1. The development of students' specialist knowledge, conceptual frameworks and terminology
2. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
3. The development of students' critical and analytical skills in relation to primary and secondary texts, including critical research literature
4. The further development of students' ability to critically evaluate and synthesise ideas from a range of sources.
5. Further development of students' ability to present clearly evidenced and constructed arguments in writing.
6. Further development of key skills from level 4 modules and enhance students' personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.

Children's books and the critical material collected in the Readers are therefore a core academic resource for student' study of the field of children's literature and these are supplemented with a Study Guide, and some audio material (DVD), providing interviews with academics, authors and illustrators, publishers, librarians and children themselves, performances of children's literature and story- telling, film clips, facsimiles and images. Specific analytic skills are introduced via the 3 interactive tutorials on a DVD-Rom and students may develop their academic and personal response to specific texts through class discussions and assignments. The structured guidance and activities for each week in the Study Guide will enable students to coordinate their work on other elements as they progress through the module. 

​A. Knowledge and understanding

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At the end of the module, learners will be expected to:

A1: Demonstrate advanced understanding of the benefits, challenges, and ethical implications of integrating AI and digital technologies in EFL and bilingual learning environments.

A2: Demonstrate comprehensive knowledge of ICT, AI systems, generative tools, adaptive platforms, and intelligent tutoring technologies relevant to EFL pedagogy.

A3: Explain the role of theoretical frameworks and models for the effective integration of AI, ICT, and blended learning into classroom practices.

A4: Explore and synthesize contemporary research on AI-supported EFL, bilingual proficiency, translanguaging tools, and digital ecosystems in education.

B1. Critically analyse and evaluate the pedagogical value, limitations, and ethical aspects of AI-powered and digital tools used in language teaching.

B2. Conduct advanced online and AI-assisted searches, synthesize digital information, and incorporate findings into lesson plans, projects, and academic writing.

B3. Use a range of AI-supported e-learning portals—blogs, wikis, podcasts, adaptive platforms, and bilingual AI tools—for collaborative learning and instructional design.

B4. Evaluate the effectiveness, usability, and learner impact of AI-based, ICT-based, and IoT-integrated tools through evidence-based criteria.

C1. Identify learners' needs and use this insight to select, adapt, and evaluate AI-supported materials and technologies.

C2. Apply up-to-date AI pedagogy, digital methodologies, and technical skills to support effective teaching practices in EFL/bilingual contexts.

C3. Practise advanced web searches, e-learning platforms, smart boards, AI tutoring systems, and classroom technologies.

C4. Design, implement, and evaluate AI-enhanced lesson plans, bilingual tasks, and technology-rich materials aligned with learners' proficiency and learning goals.

D1. Use AI tools, ICT skills, and advanced digital literacy practices across other MA modules and professional contexts.

D2. Select, design, and evaluate innovative AI-driven teaching methods, resources, and technological tools applicable across diverse classroom settings.

D3. Collaborate effectively with other tutors and colleagues to create AI-enhanced, innovative classroom environments and instructional resources.

D4. Conduct advanced academic research skills using AI-assisted methods, digital scholarship tools, and critical evaluation frameworks.

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A1: Explain the scope, significance, and key concepts of discourse analysis and its role in the study of language in use.

A2: Describe major theoretical concepts in discourse analysis, as they relate to linguistic meaning and social practice.

A3: Explain key methodological challenges, limitations, and reliability concerns in discourse analysis.

B1: Critically analyse discourse data by selecting appropriate analytical approaches and frameworks in relation to research aims and context

B2: Critically evaluate different discourse-analytic methods and approaches, considering their theoretical assumptions, strengths, and limitations.

B3: Critically interpret strategies used to ensure reliability and validity in discourse analysis, including triangulation and complementary analytical methods.

B4: Critically evaluate the relationship between discourse, ideology, and power in social, institutional, media, and educational contexts.

C1: Conduct systematic discourse analyses by selecting appropriate data, applying relevant analytical frameworks, and linking textual findings to their social, cultural, or political contexts.

C2: Apply practical methods to avoid analysis bias such as inter and intra-reliability methods, and triangulation of data analysis

C3: Apply principles of discourse analysis, including Critical Discourse Analysis, to interpret and evaluate language use in educational contexts, with particular reference to EFL classroom interaction and materials

D1: Present discourse data clearly and coherently in written and oral academic formats, using appropriate disciplinary conventions.

D2: Select and justify suitable analytical approaches and methods for objective discourse analysis, demonstrating methodological awareness and rigour.

D3: Critically interpret links between discourse, ideology, and power in social and institutional contexts, communicating informed perspectives.

D4: Adapt discourse-analytic knowledge and skills to EFL classroom interaction, teaching materials, and other applied language contexts​

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• Familiarize students with the major theories of language learning.
  
• Engage students with the activities that represent each of the main theories of language learning.
  
• Introduce students to the differences between the major theories of language learning.
• Introduce students to the two major schools of linguistic thought: structuralism and generativism, and their role in the teaching-learning practice, together with other learning models.
  
  

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At the end of the module, learners will be expected to:

A1:  Explain the key principles, assumptions, and teaching implications of major language learning theories.

A2:  Summarise and interpret key research findings in Language Learning Using Recent Educational Technology Studies.

A3:  Describe and justify the teacher's role as a learning facilitator through relating theoretical perspectives to theory and classroom practices.

B1: Differentiate major language learning theories by comparing their assumptions and key features.

B2: Relate teaching and learning strategies to each theoretical framework across different learning contexts.

B3:  Synthesize elements from different language-learning theories by identifying where they converge and complement each other.

C1: Critically analyse the major characteristics of each language learning model.

C2: Critically examine language learning theories to identify and justify effective strategies for cooperative and interactive classroom contexts.

C3: Apply evaluative discourse analysis to assess language use in authentic professional and communicative contexts.

D1:  Communicate ideas pertinent to language learning theories clearly and coherently in spoken and written academic contexts.

D2:  Apply interpersonal and teamwork skills to collaborate effectively with others in group discussions and cooperative tasks.

D3: Reflect on and evaluate skills, identifying strengths and areas for growth, and applying them in new contexts

​​​​

• Prepare graduate students in research methods to be able to critically evaluate published research and design their own research projects.
• Introduce students to the main research methods that they can use to conduct small-scale research in the foreign language classroom, including case study method, quasi-experimental method, qualitative experiment, meta-analysis, descriptive research, action research, error analysis, research and development
  
              (R&D), and survey method.
• Offer learners insight into the principles for undertaking research.
• Provide hands-on experience in research design.
• Provide instruments for data collection.
• Provide ways of evaluating published research.
• Provide techniques of report writing.

Integrate the informed, critical, and ethical use of artificial intelligence (AI) tools to support literature review, research design, data analysis, and academic writing, with a strong emphasis on academic integrity, transparency, and responsible use.

​A. Knowledge and understanding

At the end of the module, learners should be able to:

A1. Review small-scale research, demonstrating an understanding of the research methods literature

A2. Demonstrate understanding of how technology, including AI tools, supports EFL research processes while observing ethical and academic integrity standards.

A3. Evaluate the suitability of data collection and analysis methods for small-scale research.

A4. Critically reflect on the process of carrying out research and on the development of research competence.

B. Cognitive skills

At the end of the module,  learners should be able to:

B1. Analyse and interpret core research methods and theoretical ideas in the designated field.

B2. Critically evaluate the suitability of research methods for EFL topics, including appropriate use of technology and AI.

B3. Provide a rationale for small-scale research design with reference to methodology, ethics, and responsible use of digital and AI tools.

C. Practical and professional skills

At the end of the module, learners should be able to:

C1. Use ICT and digital research tools, including appropriate AI applications, to support academic research in line with ethical standards.

C2. Design a small-scale research project demonstrating effective methods, data collection, and responsible use of digital and AI tools.

C3. Produce clear, well-structured research reports that follow academic conventions and transparently acknowledge digital and AI tool use.

D. Key transferable skills 

At the end of the module, learners should be able to:​

D1. Manage research independently, demonstrating effective time management and responsible use of digital and AI tools.

D2. Apply academic and digital literacies in structured presentations and effective information processing.

D3. Critically evaluate and communicate academic and professional information using appropriate discourse conventions.

D4. Use autonomy and enhanced meta-cognitive strategies with regard to study skills and further professional development.​

​​​​​

• Attain organizational strategies
• Establish rules and procedures
• Manage student work
• Establish a positive climate for learning
• Plan and conduct instruction to prevent management problems
• Communicate effectively with students
• Use observational techniques and functional behaviour assessment techniques to analyze behaviour problems and determine appropriate interventions
• Implement classroom problem solving meetings to address problems
• Manage crisis situations in the classroom and school​
  

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• To familiarize candidates with the vital role of testing in foreign language learning classrooms.
• To provide adequate insight into the close and inseparable relationship between teaching and testing in EFL contexts, with attention to how AI can support instructional and assessment practices.
• To train candidates in the principles and practical procedures involved in assessing learners' communicative competence.
• To raise candidates' awareness of the distinctions among measurement, assessment, and evaluation in language testing.
• To develop an understanding of the challenges and limitations that may hinder effective language testing, including ethical and practical concerns related to the use of AI.

To equip learners with the skills needed to design and construct essay-type and multiple-choice test items, as well as to utilize AI tools to support test development and analysis.

​

​A. Knowledge and understanding

Upon the completion of this module, students should be able to:

A1: Demonstrate knowledge of contemporary ideas, principles, and approaches to language testing.

A2: Explain and relate current language testing methods to recent theories of language learning.

A3: Exemplify the principles of classroom test construction and evaluation by outlining test formats, types, and criteria.

A4: Explain the use of tests in research by evaluating test items and addressing ethical considerations.

B. Cognitive skills

B1: Analyse issues of accountability and fairness in language testing.

B2: Critically interpret the professional concerns of language test developers by considering constraints, ethics, and quality standards in test design.

B3: Differentiate validity and reliability through analysis of test examples and their implications for test quality and decision-making.

C. Practical and professional skills

C1: Design, apply, and score assessment tasks for productive language skills (writing and speaking) by using appropriate criteria, rating scales, and feedback procedures.

C2: Select, administer, and evaluate assessment instruments for receptive language skills (listening and reading) by analysing tasks and learners' performance.

C3: Apply and justify standardised criteria to assess essays in TEFL and related fields by providing consistent scoring and constructive, criterion-referenced feedback.

D Key transferable skills 

By the end of the module, learners should be able to:

D1: Construct clear and effective multiple-choice.

D2: Formulate well-designed short-answer questions aligned with targeted cognitive and linguistic skills.

D3: Compare question types by evaluating their strengths, limitations, and suitability for specific assessment purposes.

D4: Review and revise test items systematically by applying established evaluation criteria.  

​​​
The module aims at:

•       Helping potential tutors develop the practical skills necessary for analysing and evaluating effective teaching in the EFL classroom.

•       Applying appropriate instructional methodologies to teach grammar, pronunciation, and vocabulary.

•       Guiding potential tutors in designing and conducting needs assessments, placement measures and proficiency tests as necessary.

•       Familiarising potential tutors with the means of planning effective lessons, facilitating and evaluating classroom instruction, especially through the use of modern computer technology.

•       Helping potential tutors evaluate their own teaching in order to improve their skills as classroom instructors, based on feedback from mentor and self-evaluation.

•       Engaging potential tutors in instructional and reflective practices to develop effective teaching

At the end of the module, learners will be expected to:

A1: Explain the objectives, structure, and professional requirements of a teaching practicum in a TEFL context.

A2: Describe key principles underlying the design and implementation of lesson plans for TEFL classrooms.

A3: Explain the roles and responsibilities of teachers in facilitating effective learning in TEFL settings.

A4: Identify core concepts and models of reflective teaching practice in EFL

A5: Describe fundamental principles and types of assessment used in TEFL, including their purposes and applications.

B1: Analyse learners' needs, contextual factors, and learning objectives in order to select and justify appropriate teaching strategies in TEFL classrooms.

B2: Analytically explain the requirements for pre-session, in-session and post session tasks

B3: Discuss lesson plans and classroom activities designed to develop listening, comprehension, pronunciation, classroom interaction, and drill-based practice.

B4: Critically evaluate teaching practices and methodological choices through the application of reflective frameworks, proposing evidence-based alternative approaches where appropriate.

B5: Analyse critically the effectiveness of different types of assessment in TEFL in relation to learning outcomes, learner needs, and instructional goals.

C1: Demonstrate professional conduct: authority, language, appearance and attitude.

C2: Adopt and apply suitable foreign language teaching strategies in actual classroom.

C3. Plan, and deliver TEFL lessons through reflective professional practice, drawing on mentor feedback, peer observation, and self-evaluation.

D1: Communicate with confidence and clarity on professional issues related to TEFL, using appropriate academic and professional discourse

D2: Demonstrate skills on working co-operatively with others in planning, delivering, and evaluating TEFL instruction.

D3: Demonstrate enhanced self-awareness and professional confidence by reflecting on their own skills and identifying ways these skills can be transferred to new teaching and professional contexts.​

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The module aims to provide the learners with necessary skills through:

• Promoting students' knowledge of the different methods of teaching receptive and productive skills in English as a foreign language.
• Examining the different approaches and views on the nature of the receptive and productive skills and how these views are applied to reading, listening, speaking and writing programs, materials and classroom tasks.
• Integrating critical thinking strategies into the teaching of receptive and productive skills by enabling students to design tasks that promote analysis, inference, evaluation, and learner engagement with authentic texts.
• Encouraging reflective teaching practices by guiding students to evaluate, adapt, and justify instructional decisions based on established ELT principles, learner needs, and context-sensitive pedagogical frameworks.
• Guiding the students to adopt and effectively practice approaches of teaching new vocabulary items, generating ideas and expanding them.
• Promoting the students' knowledge of the uses of computers in language learning and teaching in light of Computer Assisted Language Learning (CALL).
• Developing a lesson plan on the basis of the learnt methods of teaching receptive and productive skills.
• Using interactive programs to promote learner autonomy of learning how to teach receptive and productive skills.

Improving students' language proficiency and their ability to produce and convey meaning through well-structured utterances.

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At the end of the module, learners will be expected to:

A1. Identify the historical development of methods and approaches in the teaching of English (receptive and productive skills).

A2. Distinguish varied methods of organizing instruction (bottom-up and top-down).

A3. Recognize the current curriculum as a framework for professional development, including implementation of educational technology.

A4. Identify the tones of the English sound system and varieties of English and demonstrate awareness of various cultural contexts and different methods of communicating in English.

A5: Recognize the grammatical structure of English and how meaning, vocabulary, speaking, and mechanics of writing can be developed

B1. Identify the core components of receptive and productive language abilities, including
– listening and reading processes,
– speaking and writing abilities, and
– vocabulary knowledge.

B2. Demonstrate understanding of bottom-up and top-down approaches in developing receptive and productive language skills.

B3. Apply inductive and deductive approaches to develop learners' reading, speaking, and writing skills through real-life contexts.

B4. Facilitate differentiated activities that develop receptive and productive skills, including effective use of digital tools.

C1. Design, deliver, and assess EFL lessons integrating listening, reading, speaking, and writing while addressing learners' diverse needs and proficiency levels.

C2. Use updated, effective methods to teach listening, reading, speaking, and writing with appropriate techniques, materials, and assessments.

C3. Reflect on and critically assess teaching practices in relation to current EFL curricula and learning outcomes, making informed adjustments to improve student learning.

C4. Collaborate and work independently on EFL teaching issues, demonstrating professional responsibility, reflective practice, and ongoing development.

C5. Effectively use digital tools, online resources, and computer applications to enhance the teaching and learning of listening, reading, speaking, and writing.

D1. Apply reflective practice to evaluate learning and professional actions within ethical and institutional frameworks.

D2. Work independently and collaboratively to analyse and solve learning-related problems.

D3. Apply current approaches to developing receptive and productive skills.

D4. Select and apply strategies to develop receptive and productive skills, including effective use of digital tools.​​​

This module aims at:

-Providing students with a solid theoretical foundation in linguistics and the English language.

-Giving students sufficient information on the various branches of English linguistics.

-Describing the structure of English and compare it to the structure of other languages;

-Introducing students to linguistic applications, especially psycholinguistics and TEFL.

-Providing details pertaining to the difficulties which hinder the achievement of the previous aims.

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At the end of the module, learners will be expected to:

A1: Explain the nature, functions, and key characteristics of human language, drawing on established linguistic frameworks.

A2. Describe the core principles and systems of English phonetics and phonology, including their relevance to language description and use.

A3. Identify the fundamental systems of English morphology and syntax and their role in structuring meaning in spoken and written discourse.

A4. Define the major concepts and systems of English semantics and pragmatics, including the interaction between meaning, context, and language use.

B1: Analyse linguistic concepts and frameworks in order to explain how insights from language study can be applied to language teaching and learning contexts.

B2: Compare major theories of first language acquisition, identifying key stages, processes, and influencing factors.

B3: Evaluate theories of second and foreign language acquisition in relation to adult learners and TEFL contexts.

C1: Apply principles of English phonetics and phonology to analyse spoken language data.

C2: Use analytical techniques from English morphology and syntax to examine and explain linguistic structures in authentic written and spoken texts.

C3: Implement concepts from semantics and pragmatics to analyse meaning, context, and language use, with reference to real-life communicative situations and pedagogical examples.

D1: Communicate complex linguistic concepts and analyses clearly and coherently in spoken and written academic contexts.

D2: Engage constructively in academic discussion and collaborative tasks by presenting informed viewpoints and responding critically to the ideas of others.

D3: Adapt knowledge of linguistic concepts and analytical approaches to new contexts relevant to TEFL, applied linguistics, and further academic study.​

Pedagogic Grammar aims at:

•           Teaching form, meaning and use of Grammar in context, making sure that learners are able to use grammar accurately and appropriately.
  
  .
• Allowing candidates to manipulate sentences for free production.
  
   
• Permitting the categorisation of grammar (form, meaning, use) into units which will form a syllabus or teaching objectives.
• Allowing consideration of how far a conscious focus on grammar rules assists in EFL acquisition.

Developing the ability to integrate AI and corpus-based tools into grammar teaching and analysis.

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At the end of the module, learners will be expected to:

A1: Explain the key components and principles of pedagogic grammar, including the relationship between grammatical form, meaning, and use in EFL contexts.

A2: Explain the pedagogical value of pedagogic grammar  compared to prescriptive and descriptive models.

A3: Describe the key differences between pedagogic grammar and other grammatical frameworks, with reference to their purposes, scope, and relevance for EFL learning and teaching.

At the end of the module learners will be expected to:

B1:  Analyse grammatical form–meaning–use relationships in spoken and written English in order to explain how grammatical choices shape meaning in context.

B2:  Analyse spoken and written English texts to identify grammatical patterns relevant to pedagogic grammar using corpus-based and AI-supported tools.

B3: Critically evaluate different interpretations of grammatical structures, considering alternative analyses and learner-related factors.

B4: Critically analyse the role of visual, spatial, and contextual cues in supporting learners’ understanding of grammatical meaning and use.

C1: Apply knowledge of English grammatical phenomena to analyse authentic spoken and written texts using appropriate grammatical metalanguage.

C2: Select and apply different approaches to grammatical description (including corpus-based and AI-supported approaches) in order to explain grammatical form, meaning, and use for pedagogic purposes.

C3: Apply principles of pedagogic grammar to support learners' understanding and use of grammatical structures in EFL contexts.

C4: Use appropriate grammatical metalanguage accurately and consistently when describing and discussing grammatical features.

D1: Perform an analysis of a previously unknown grammatical phenomenon.

D2: Show familiarity with the dynamic context in which grammar writing and teaching takes place. 

D3: Develop strategies for approaching grammar in the classroom (including AI-enhanced and technology-supported approaches).  ​

This module aims at 

• Familiarizing students with how to approach English pronunciation descriptively.

• Guiding students to develop and master the basic notions and terms of phonological and phonetic description.
• Enabling students to apply their knowledge of English phonetics and phonology to improve their own pronunciation in further studies of languages and linguistics and in teaching.

Assisting students in explaining the basic functions of English intonation.

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At the end of this module, learners should be able to:

A1: Explain the principles of speech production, including the role of the organs of speech and articulatory mechanisms involved in the production of English sounds.

A2: Distinguish key patterns of phonetic and phonological variation in English, including differences across major accent varieties and contexts of use.

A3: Recognize how segmental and suprasegmental features of English (e.g., phonemes, stress, rhythm, intonation) contribute to meaning in spoken communication.

A4: Describe the fundamental features of English phonological systems, including phonemes, allophones, phonological processes, and basic rule-based representations.

B1: Analyse the manner and place of articulation of English consonants and vowels using established phonetic classification systems.

B2: Critically classify English vowel and consonant sounds according to their articulatory and acoustic properties.

B3: Examine phonological processes operating in connected English speech, including assimilation, elision, linking, and stress placement.

B4. Compare major accent varieties of English (e.g. Received Pronunciation and General American), identifying systematic phonetic and phonological differences.

C1: Apply phonetic and phonological principles to produce and interpret phonetic and phonemic transcriptions of English sounds in isolation and in connected speech

C2: Produce English stress, rhythm, and intonation patterns accurately in spoken language using appropriate phonetic conventions.

C3: Diagnose common pronunciation difficulties experienced by EFL learners by relating them to phonetic, phonological, and cross-linguistic factors.

C4. Apply phonetic and phonological knowledge to select and justify appropriate techniques and activities for teaching English pronunciation in EFL contexts.

1: Communicate phonetic and phonological concepts accurately and coherently in spoken and written academic English, using appropriate technical terminology.

D2: Apply effective listening and analytical skills to identify pronunciation features and problems in spoken English across different contexts

D3: Select and use appropriate instructional techniques and resources to support the teaching and learning of English pronunciation in EFL contexts.

D4. Use digital and audio-based tools appropriately for phonetic analysis, pronunciation practice, and independent learning.​

• Introducing students to theories of meaning and theories of language use
• Providing students with a sound foundation in semantics and pragmatics
• Discussing various aspects necessary to comprehend the denotative and connotative meaning of a lexical item, a collocation, an idiom, a multi-word expression, etc.
• Familiarizing students with cases where cultural norms are observed and where they are flouted.

Showing students how communication strategies can differ from one culture to another.

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A1: Explain the basic tenets of semantics and pragmatics.

A2: Identify major concepts in semantics and pragmatics, such as conversational norms, and how these may vary across cultures.

 A3: Distinguish different methods of coining words and analysing meaning at the word level and beyond. Distinguish different methods of word coinage and approaches to analysing meaning at the word level and beyond.

A4: Explain cross-cultural norms and the operation of Gricean Maxims.B1: Analyse meaning in language by examining how semantic and pragmatic principles operate in EFL teaching and learning contexts, including spoken and written classroom discourse.

B1: Analyse meaning in language by examining how semantic and pragmatic principles operate in EFL teaching and learning contexts, including spoken and written classroom discourse.

B2: Interpret language use in EFL contexts, taking into account speaker intention, inference, and shared knowledge in teacher–learner and learner–learner interaction.

B3: Analyze linguistic texts showing how semantic and pragmatic features contribute to meaning creation. 

C1: Apply key concepts from semantics and pragmatics to interpret meaning in spoken and written texts used in EFL teaching and learning contexts.

C2: Apply concepts from semantics and pragmatics to support the teaching of meaning and language use in EFL contexts, including explaining pragmatic phenomena to learners in accessible ways.

C3: Demonstrate ability to judge appropriate use of language in light of the semantic and pragmatic norms.

C4: Apply semantic and pragmatic principles to identify and explain sources of misunderstanding or ambiguity encountered by EFL learners.

D1: Communicate semantic and pragmatic concepts clearly and accurately in spoken and written academic English, using appropriate linguistic terminology.

D2: Explain the role played by semantics and pragmatics in teaching and learning a foreign language. 

D3: Conduct text-analysis research that illustrates the impact of semantics and pragmatics in manipulating meaning.

D4. Use digital and online resources effectively to support independent learning and professional development in semantics, pragmatics, and TEFL.​

• Introducing students to theories of Contrastive Linguistics (CL) and Error Analysis (EA).
• Familiarizing students with the general theories of Contrastive Analysis (CA), patterns of contrast (phonology, morphology, syntax and semantics) and application of the results of CA to teaching a foreign language.
• Acquainting students with the theories related to Error Analysis (EA) at the levels of phonology, morphology, syntax and semantics, and their practical application in teaching a foreign language.

Guiding students on the symmetries and asymmetries between English and Arabic.

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At the end of the module, learners will be expected to:

A1: Explain the major principles and theoretical foundations of contrastive linguistics and error analysis.

A2: Recognise the role of contrastive linguistics in the field of teaching English as a foreign language, particularly in relation to language transfer and interference.

A3: Discuss how error analysis contributes to the identification, interpretation, and understanding of EFL learners' errors.

A4. Describe key areas of contrast between English and Arabic at the levels of phonology, morphology, syntax, and semantics, and their relevance to EFL learning.

B1:  Show understanding of the major theories of Contrastive Linguistics and Error Analysis.

B2: Demonstrate competence in conducting basic research tasks in Contrastive Linguistics and Error Analysis.

B3: Evaluate different approaches to Contrastive Linguistics and Error Analysis and how these approaches can be applied in EFL teaching.

B4. Interpret errors produced by EFL learners using principles of contrastive linguistics and error analysis.

C1: Conduct contrastive analysis of texts in Arabic and English.

C2: Use error analysis approaches in detecting EFL learners' language problems.

C3: Carry out research in the EFL field using contrastive linguistics and error analysis knowledge

D1. Communicate ideas related to contrastive linguistics and error analysis in spoken and written academic English, based on research and independent investigation.

D2. Apply analytical thinking skills to examine linguistic data and learner errors in EFL contexts.

D3. Reflect on awareness of cross-linguistic differences and their impact on EFL learning and teaching.

D4. Adapt relevant academic and digital resources effectively to support independent learning and professional development in TEFL.​

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• The Course Aims at:

   

  • Providing MA in TEFL students with foundation in the skills and knowledge required to effectively create MA proposals.
    
     
  • Supporting MA in TEFL students in developing the research design, writing and sectionalizing the content of their MA proposal.
    
     
  •  Emphasizing best practices in management, presentation, research skills and ethics necessary to manage proposal efforts.
    
     
  • Providing students with practical experience in quantitative research methods, enabling them to use online SPSS for statistical analysis and to interpret results effectively in relation to their research proposals.

   

  Developing students' understanding of ethical research practices and responsible use of AI tools for literature review, data organization, and drafting, while fostering critical awareness of AI's methodological and ethical implications.
  

  
  

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At the end of the module, learners will be expected to:

A1. Explain the key components, structure, and conventions of a postgraduate research proposal in TEFL, including topic justification, literature review, research questions, and methodology.

A2. Describe the principles underpinning quantitative and qualitative research methods in TEFL, including the use of statistical analysis tools such as online SPSS.

A3. Summarise core statistical concepts and outputs (descriptive and inferential statistics) relevant to research design and decision-making in TEFL studies.

A4.  Explain principles of ethical research practice in TEFL, including academic integrity, data management, and the responsible use of artificial intelligence (AI) tools in literature searching, data organisation, and drafting.

A5. Reflect on the methodological and ethical implications of integrating AI and statistical tools into the research planning and data interpretation processes.

B1: Critically identify and justify a viable research area in TEFL by analysing current literature, research trends, and gaps, including the informed use of AI-supported tools

.B1: Critically identify and justify a viable research area in TEFL by analysing current literature, research trends, and gaps, including the informed use of AI-supported tools.

C1. Write a clear, coherent, and academically rigorous MA research proposal in TEFL that demonstrates originality, methodological coherence, and ethical awareness, including the responsible use of AI tools to support drafting and organisation.

C2. Present and defend a research proposal orally, clearly justifying the research rationale, methodological choices, statistical approaches, and the use of AI-supported research strategies.

C3. Apply appropriate research methods to address a defined TEFL research problem, integrating quantitative techniques At the end of the module, learners will be expected to: (including SPSS where relevant) and qualitative approaches in alignment with research objectives.

C4. Use AI and digital research tools effectively and ethically to enhance professional research practice, including literature management, data organisation, preliminary analysis, and presentation of research plans.

D1. Transform a broad topic/idea into a proper, feasible research proposal; using AI-supported tools to explore literature, identify research gaps, and organise ideas efficiently.

D2. Plan and manage an independent research proposal that adheres to recognised standards of academic writing and research ethics, incorporating suitable quantitative and qualitative approaches where relevant.

D3. Carry out systematic library search in scientific and other databases; using digital and AI-assisted tools to retrieve, organise, and manage relevant academic sources

D4. Select and critique relevant research;

D5. Manage time and meet deadlines.

D6. Demonstrate independent learning and professional development skills by reflecting on feedback and responsibly integrating AI and other digital technologies into academic research practice.​

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This module aims to provide students with training and knowledge in:

• working independently on a research project;
• learning the techniques of postgraduate studies in the humanities;
  
  
  

• acquiring a range of research tools and methods appropriate to postgraduate studies in the humanities;
• using physical and online research libraries, their archives and their contents efficiently;
• using specialist online databases and other online facilities for postgraduate studies.
• exploring and consolidating what was learnt in the courses.
  
   
  
  It also aims to teach students to:

• evaluate critically current research in TEFL;
• evaluate and critique some of the methods used in humanities research;
• evaluate bodies of evidence and draw conclusions from them;
• form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions;
• use feedback from tutors and fellow students effectively to modify this programme of work.
• be resourceful, clear, concise, efficient, organised and analytical.
  

A1: Explain the selection of appropriate research tools, methods, and approaches for postgraduate research in TEFL.

A2: Describe the role and importance of systematic literature review, textual analysis, and bibliographical research in the development of postgraduate TEFL research.

A3: Discuss contemporary developments in EFL theory and research to the design, conduct, and interpretation of postgraduate-level TEFL research.

A4. Explain ethical principles and research governance requirements relevant to postgraduate research in TEFL, including academic integrity, data management, and responsible use of digital and AI-supported research tools.

B1: Engage critically with a range of TEFL/applied linguistics topics and complex critical, theoretical and pedagogic material

B2: Contribute in an informed way to current debates on the domain of teaching English as a foreign language.

B3: Critically assess the selection and use of research methodologies, methods, and analytical procedures for postgraduate TEFL research, including appropriate use of digital and AI-supported tools.

B4: Synthesize and evaluate theoretical and empirical insights to formulate a coherent, independent research argument that contributes to informed debate within the field of TEFL.

C1: Compile academic publications relevant to a defined TEFL research topic, using appropriate criteria of quality, relevance, and credibility

C2: Critically formulate research-based arguments relevant to TEFL, demonstrating reflexivity and awareness of alternative perspectives.

C3: Develop and present a coherent academic argument informed by research and critical engagement with sources.

C4:  Plan and produce a complete, substantial research work that demonstrates effective research design, appropriate scholarly apparatus, and accurate academic referencing.

D1:  Plan, manage, and complete an extended independent research project, demonstrating autonomous learning and self-direction.

D2: Respond constructively to supervisory and examiner feedback by critically reflecting on and revising academic work.

D3: Use information and communication technologies effectively for postgraduate research, including responsible use of AI-based tools.

D4: Produce original, well-structured academic work that communicates complex ideas clearly, coherently, and persuasively in accordance with postgraduate conventions. ​

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​​The module aims to help students:

Develop effective language communication skills applicable to various situations.

Understand and differentiate between diverse writing styles and contexts.

Enhance critical thinking and comprehension abilities for analyzing and interpreting texts.

Build the capacity to construct well-organized and context-appropriate written texts.

Evaluate texts and arguments with clarity and precision.

Produce focused, coherent, and professional written outputs.

Cultivate logical reasoning and problem-solving skills transferable to academic and professional environments.​

By the end of the module, students should be able to:

A. Knowledge and understanding

A1: Demonstrate effective language communication skills in various situations.

A2: Distinguish between different writing styles in diverse contexts.

B. Cognitive skills

B1: Apply essential skills to comprehend texts effectively.

B2: Develop writing texts in accordance with specific requirements.

C. Practical and professional skills

 C1: Analyze texts and evaluate various arguments.

 C2: Produce clear and focused written texts.

D. Key transferable skills

  D1:  Cultivate logical thinking and problem-solving skills.​

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• This course complements and builds upon English 111. 
• It particularly seeks to develop the reading, writing, listening, and study skills that students need in order to meet the demands of Blended Learning university education.
  
  

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At the end of the module, learners will be able to:

A. Knowledge and understanding

A1: Demonstrate proficient language communication skills both in productive and receptive skills.

A2: Understand reading and writing genres to appreciate context and style.

B. Cognitive skills

B1: Apply subskills to decode lengthy reading texts.

B2: Produce writing according to prescribed mechanics and templates

C. Practical and professional skills

C1: Analyse texts and rhetoric to understand meaning and context.

C2: Use a variety of vocabulary and language structures in productive and receptive skills.

D. Key transferable skills

D1: Demonstrate advanced reading and writing abilities​

​​​​​​The module aims to provide the learners with necessary information on:
1.         Identifying different rhetorical modes/essay types, essay structure and paragraph structures presented through authentic readings and graded series of activities.
2.         Integrating reading and writing by transferring and utilizing the content, vocabulary and organization of an authentic reading passage into their own writing.
3.         Writing a well-organized essay guided by sample essays and exercises that gradually acquaint the students with the steps of writing an academic essay.
4.         Producing an accurate polished piece of writing, that is almost free from errors related to sentence structure, use of suitable connectors, pronoun use and other errors related to the mechanics of writing.
5.         Editing their own and their peer's writing making use of peer-review activities, editing exercises and editing checklists.
6.         Writing an in-class essay within a limited period of time being trained on in the timed essay writing activity at the end of every chapter.​

A. Knowledge and understanding

 
At the end of the module, learners will be expected to:

A1. what writing an essay involves.

A2. the structure of paragraphs and essays.

A3. techniques of generating ideas and peer consultation.

A4. the basic sentence structure and mechanics of writing an academic essay.
A5. different errors related to sentence structure, pronoun use, verb tense consistency and other errors related to the mechanics of writing.
A6. means of editing and correcting their own writing.

A7. how to provide feedback on their peer's writing in relation to content, organization, and language issues. ​

B. Cognitive skills

At the end of the module, learners will be expected to:

B1.      acquire information on how to produce well developed, organized and coherent essays.

B2.      develop their ability to write essays using appropriate grammar and varied vocabulary items relevant to the topic.

B3.      improve their analytical and critical thinking skills through the continuing process of preparing for the essay that starts with stimulating ideas through class discussions, reading and researching.

B4.      be able to observe how language works in the sample essays, editing exercises and feedback.

B5.     Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.

C.   Practical and professional skills

C1.      be fully aware of the different stages of writing an academic essay.

C2.      acquire the skills of writing a well-structured, organized, coherent essay.
C3.      write a text in appropriate grammar and vocabulary relevant to the written assignment.
C4.      edit their own and their peer's essays making use of the editing checklists and exercises presented in the course.
C5. Use communication tools, such as recordings, telephone-conferencing and ICT-based tools.

D.    Key transferable skills

On completion of the module, you will be expected to:

D1.      develop better writing skills through observing the different processes of writing an essay.
D2.      identify relevant material from a variety of sources, including multimedia material

D3.     utilize knowledge and skills of writing structured, relevant, coherent essays and transfer them into more advanced written assignment of the core courses.

D3.      improve written language and expand vocabulary through the different readings, researching, language activities and editing exercises introduced in the course.
D4.      make use of feedback from tutors to improve their writing skills.
D5.      develop confidence in writing an assignment within a limited time gained from the in-class timed writing tasks.
D6. Present sustained and persuasive arguments cogently and coherently.

C7.   Use information technology skills to access, store, manage and present data effectively.

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The module aims to provide the learners with necessary skills trough:

1. Providing the students with opportunities to draw upon life experience in their mastery of a wide variety of reading strategies and skills that include previewing, scanning, using contextual clues to get the meaning, finding the main idea, summarizing and making inferences.

2. Improving the students' language proficiency and the students' ability to decode and process meaning.

3. Helping the students become independent learners by taking the responsibility of building their own vocabulary repertoire

4. Guiding the students to notice and effectively practice new vocabulary items as they encounter them.

5. Enhancing students' academic proficiency by highlighting the reciprocal relationship between reading comprehension and reflection writing.

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A.   Knowledge and understanding

At the end of the module, learners will be expected to:

A1. demonstrate understanding of any given reading passages by responding correctly to its tasks and activities individually or in groups.

A2. show knowledge and understanding of the learned reading strategies.

A3. show recognition of the various “meanings" of words to reach a better understanding of the context and the written word.

A4. reveal awareness of appropriate language structures and vocabulary items suitable for different contexts and situations.

B.   Cognitive skills

At the end of the module, learners will be expected to:

B1. search for and collect specific data related to the topics under discussion.

B2. draw conclusions for the discussed topics based on the collected data and analyzed information.

B3. incorporate in writing the words learned in real life scenarios.

B4. improve the analytical and critical thinking skills through the identification of possible “meanings".

B5. analyze language functions used and identify useful language expressions.

C.   Practical and professional skills

At the end of the module, learners will be expected to:

C1. communicate in English orally and in writing on diverse occasions.

C2. identify problems in the given topics and provide creative solutions.

C3. give oral presentations using power points, flipcharts, pictures, role plays, etc. to discuss what has been read orally.

C4. assess the work done using self/peer-assessment.

D.    Key transferable skills

 

At the end of the module, learners will be expected to:          

D1. enrich vocabulary repertoire through exploring new assigned topics and writing on those topics

D2. develop communicative confidence (as reader and writer)

D3. discuss all posed topics, problems, provided solutions and drawn conclusions.

D4. develop effective presentation skills that would enhance self-confidence.

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The course provides the learner with information on:

1. Identifying different contexts of language use and engaging in discussions, question and answer dialogues, debates, interviews and using appropriate structures.
2. Eliciting and providing information in common, academic and social situations.
3. Using features of spoken English, i.e. stress, pitch, rhythm, intonation, in a natural and fluent manner.
4. Preparing and conducting a clear presentation that reflects good structure and organization; signaling beginning, gaining audience attention, introducing subject, identifying objectives and outlining presentation strategy.
5. Applying successful paralinguistic features of intonation, word play, fronting and tripling strategies, and non verbal techniques of facial and body postures, in oral communication and presentation encounters.

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A.      Knowledge and understanding

A.1)     know appropriate structures for different social contexts and situations.

A.2)     recognize the various non-verbal techniques to support verbal communication.

A.3)     understand questions which require short or extended answers.

A.4)     understand how language is used strategically for different purposes.

B.      Intellectual/ Cognitive/ Analytical Skills    

B.1)     produce unified speeches with clear ideas/clear language.

B.2)     develop the ability to reproduce orally the substance of a text/ passage of English after having heard it or read it.

B.3)     improve their analytical and critical thinking skills through the development of well thought-out arguments in discussions and presentations.

B.4)     be able to observe how language works to portray roles and speaker identities.

C.      Practical and professional skills

C.1)     be fully aware of the different levels of formality in given situations/ contexts.

C.2)     anticipate the responses of others in the chosen options.

C.3)     be able to deliver a well-prepared presentation.

C.4)     be able to acquire group skills and accordingly appreciate team work.

D.      Key transferable skills

D.1)     develop better oral skills through class discussions and situation-based activities.

D.2)     develop a sense of participation and group work.

D.3)     expand their vocabulary through exploring new assigned topics and class discussions of students' own presentations.

D.4)     develop communicative confidence, negotiation ability and the expression of intensions.

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• Orient students with the meaning and nature of a thesis and thesis development.
• Encourage students to evaluate, critique and narrow down proposed research question.
• Engage students in the process of relevant research material collection.
• Distinguish between primary and secondary sources.
• Develop thesis outline.
• Identify methods of synthesizing information from multiple sources.
• Integrate selected evidence into the research paper and properly document it.
• Incorporate relevant secondary material through the use of the three methods of: in-text citation: quotations, paraphrasing and summarizing.
• Understand the importance of note taking and annotated bibliography.
• Complete a rough draft by correcting punctuation, mechanics and spelling.
• Use a standard research documentation format (Harvard Referencing Style for the purpose of this class) in a completed research paper.

• Compile a final research paper with a works cited page.

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A.   Knowledge and understanding

At the end of the course, learners will be expected to:

A1. Read and discuss an array of primary and secondary sources.

A2. Build an understanding of ideas and concepts of selected topics.

A3. Develop, support and explain main ideas.

A4. Combine information from sources to create a first draft.

B. Cognitive & Critical skills

At the end of the course learners will be expected to:

B1. Narrow down and focus on selected research topic.

B2. Develop a reflective awareness of research-related sources they read by writing questions and comments in the margins in pursuit of their research enquiry.

B3: Develop an evaluative approach to their writing as well as texts written by others.

B4. Develop a thorough understanding of the different subjective responses to a text that come in the form of: an opinion, perception or an insight about an idea or ideas in the read text(s).

B5. Develop a contextual awareness of the use of quotations, paraphrases and summaries.

B.   Practical and professional skills

At the end of the course, learners will be expected to:

C1. Write a research thesis statement.

C2. Develop a research paper outline.

C3. Practice techniques of citing evidences; such as quoting, paraphrasing and summarizing.

C4.  Develop a Works Cited Page using Harvard Documentation Style.

C5. Develop their ability to draft, edit and polish a research paper.

1. Key transferable skills
   
   At the end of the course, learners will be expected to:
   
    
   
   D1: Present and defend their research thesis supported with related selected evidence from both primary and secondary sources.
   
   
   D2: Learners will have practiced reflective writing and developed a sound awareness of pursuing a research thesis; this can be reflected on how these skills might be used in new situations.
   
    

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• Engage students and alert them to the important role discourse plays in language and communication.
  
   
• Engage students and alert them to how language works in communicative contexts.
  
   
• Orient students to how lexis and grammar create cohesion and coherence.
  
   
• Introduce students to the diversity of language and the way this diversity achieves communicative functions and goals.
  
   
• Introduce students to different types of discourse analysis and discourse strategies.
  
   
• Introduce students to the ways in which different genres and texts require different strategies of discourse analysis and interpretation.

​A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1: Develop their understanding of different types of discourse.

A2: Develop their understanding of the discourse tools and strategies

A3: Develop their understanding of discourse analysis as process and product.  

B. Cognitive skills

At the end of the module learners will be expected to:

B1: Develop students' awareness of the difference between written and spoken discourse.

B2: Develop their awareness of different important discourse perspectives.

B3: Develop their skills of analysing features of spoken and written    discourse.

B4: Develop understanding of how language is planned and produced with appropriate tools (such as intonation, layout, structure and linguistic strategies of cohesion/coherence).

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Be able to practise text analysis as a basic step in the process of discourse analysis.

C2: Develop skills in working co-operatively with others which provides a valuable experience in its own right.

C3. Develop an evaluative approach to their discourse analysis through an integrated understanding of language use in communicative contexts.

D Key transferable skills

At the end of the module, learners will be expected to:

D1: Communicate ideas clearly and appropriately in relation to various levels of discourse analysis.

D2: Develop skills on working co-operatively with others.

D3: Learners will have developed an enhanced self awareness of and confidence in their own skills and this can be reflected on how these skills might be used in new situations.

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EL230 will give students an idea of how American Literature developed over the centuries from simple chronicles, diaries and lyric poems to complex literary forms and styles. This survey course will show that American Literature, as any national Literature, not only reflects, but also takes part in the historical and cultural making of the American nation. EL230 will further students' understanding of the central role of language and genre in the creation of meaning; develop students' skills of analysis and interpretation of both literary texts and critical literature. EL230 will develop the skills and knowledge acquired by students in humanities and literature; particularly through: 

a. The development of students' specialist knowledge, conceptual frameworks and terminology.

b. The development of students' critical and analytic skills in relation to primary texts.

d. The further development of students' ability to critically evaluate and synthesise ideas from a range of sources.

e. Further development of students' ability to present clearly evidenced and constructed arguments in writing.

A Knowledge and understanding

At the end of the module, learners will be expected to have:

A1.  A broad overview of American Literature and the different stages of its development

A2.   An understanding that both History and Literature are themselves interpretations and evaluations of America's past and present.

A3.    An appreciation of American cultural evolution within the larger context of Western Civilization.

B. Cognitive skills

At the end of the module learners will be expected to be able to:

B1. Trace the influence of historical events on writings

B2.  Distinguish between mainstream and ethnic writings

B3.  Relate literary concepts to works

B4.  Apply characteristics of movements and schools to works

B5. Analyse literary and non-literary texts.

C Practical and professional skills

At the end of the module, learners will be expected to be able to:

C1. Browse material and on-line sources

C2. Develop research skills

C3. Relate the course to other courses

C4. Meet deadlines and work in a team

D Key transferable skills

At the end of the module, learners will be expected to be able to:

D1. Engage in reflective reading and critical debates of literary and non-literary texts.

D2. Make use of the proper key concepts and literary terminology

D3. Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent.

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EL240 module aims to develop the students' attributes of communication skills by expressing themselves in performance and in writing, their presentation skills, by performing selected scenes and giving class presentations, their team-working skills, by participating with class mates in group research presentations and performances, their reading skills, by using a range of approaches to tackle different dramatic subgenres, their analytical abilities, by interpreting and theorizing about the meanings of texts and performances and their writing abilities, by preparing assignments using the essay structure and the elements, genres, styles and conventions of drama.

The Longman Anthology of Modern and Contemporary Drama: A Global perspective is the core textbook for the EL240 module. Its headnotes introduce each playwright and the historical and stylistic context of the play. Its commentaries and showcases provide brief history lessons on theater companies; sum up historically important plays that influenced the development of modern drama and cultural phenomena of particular plays to reveal the very impulses that contributed to the development of theater. The appendix offers a glossary that defines principal terms and key concepts. Supplements come in the form of e-resources and websites and in shrink-wrapped hard copies that intend to guide students to write play reviews. 

​A. Knowledge and understanding

At the end of the module, learners will be expected to display:

A1:  Knowledge and understanding of the cultural and historical background of the modern and postmodern drama.

A2: Knowledge and understanding of several influential styles of representative plays.

A3: Knowledge and understanding of the relationships between the different movements (isms) the plays exemplify.

A4: Knowledge and understanding of dramatic texts and performance practices as insights into human experiences in the context of social history.

A5: Knowledge and understanding of the rituals and folk customs that enhance our understanding of the human need to create theatre and specific plays.

A6: Knowledge and understanding of the elements, genres, styles and conventions of drama.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1: Analyse and critically evaluate the effect of the major three eras on the development of new movements in drama.

B2: Recognise the professional approach to theatre production, rehearsal and performance.

B3: Demonstrate the ability to compare and contrast dramatic works whether chronologically, thematically or stylistically.

B4: Use key concepts and appropriate literary jargon for the discussion of plays and subgenres.

B5: Synthesise and cultivate research and independent study to develop personal and creative skills.

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: apply various analytical and critical strategies to modern plays as texts and performances

C2:  reflect on political, racial and ethical issues in the construction and performance of modern dramatic literature

C3: research and evaluate the key concepts across a variety of modern dramatic literature within a global perspective.

C4: identify and explain variances in dramatic presentation and performance from the precursors of modern drama to the postmodern drama.

D Key transferable skills

At the end of the module, learners will be expected to:

D1: Engage in reflective reading and critical debates within theatre practice

D2:  Make use of the proper key concepts and literary terminology akin to the dramatic genre.

 D3: Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent.

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1. identifying different traditional and modern methods of teaching English as a foreign language

2. integrating Contextualized Instruction into classroom practices

3. integrating Thematic Instructions into classroom practices

4. adopting content-based and task-based instruction models

5. incorporating all the learned approaches and instructional models to design a lesson plan for teaching the flour language skills

6. designing an assessment plan for assessing English language learning and teaching

7. designing a classroom management plan 

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​​​​​​Literary theory is an integral part of studying literature. This module introduces English language and literature students to basic literary concepts and theoretical schools covering both the formal and the non- formal approaches to analysing literary texts. The course allows students of ELL program to identify and differentiate between current prominent literary schools and concepts. The course presents briefly major critical approaches to literary works including New Criticism, Structuralism, Marxism, psychoanalytical-criticism, feminism and postcolonial criticism among others.   It illuminates complex critical concepts by briefly highlighting their principles, seminal works and main critics. The course also offers discussions of how specific critical theories allow different readings and interpretations of literary works.

​A. Knowledge and understanding

At the end of the module, learners will be expected to show:

A1. Knowledge of the complexity and intricacies of literary theories.

A2. Understanding of the characteristics of each of the literary schools discussed.

A3. Understanding of the possible interpretations of literary texts offered by different schools

A4: knowledge of the basic tenets of critical schools

B. Cognitive skills

At the end of the module, learners will be expected to:

B1: Evaluate theoretical and analytical approaches.

B2: Compare and contrast the different interpretations of literary texts based on specific theoretical approaches.

B3: Use appropriate critical and literary terminology to discuss specific theories and concepts.

B4: Synthesize information from different sources

 C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Analyze texts from the perspective of literary theories.

C2: Draw conclusion based on solid evidence.

C3: Present an argument supported by evidence from sources.

C4: Use appropriate vocabulary in analysis of texts set in English literature.

D Key transferable skills

At the end of the module, learners will be expected to:

D1: Use the computer to enhance learning skills.

D2:  Communicate effectively in English.

D3: Write essays following academic conventions.

​​The module aims to:

1.         Develop efficient language acquisition skills through action-based learning.

2.         Enable students to act and interact in French-speaking environments.

3.         Provide structured learning through real-world business scenarios, cultural references, and authentic videos.

4.         Strengthen linguistic autonomy through a progression of exercises and activities.

5.         Raise communicative competence in both written and oral French.

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1. At the end of the module, learners should be able to:
   
   
   A1: Understand and respond appropriately to longer written and spoken French texts.
   A2: Demonstrate knowledge of expanded vocabulary and intermediate grammar structures.
   A3: Recognize and use common French expressions in professional and social settings.
   
   A4: Display awareness of French cultural and linguistic norms in formal and informal interactions.
   
2. 
   
   B1: Extract and interpret key information from French texts and conversations.
   B2: Analyze and infer meanings from more complex dialogues and documents.
   B3: Apply expanded vocabulary and grammar structures to form longer, more structured sentences.
   B4: Solve communication challenges in professional and social interactions.
   B5: Understand and analyse French language functions in real-world situations.
   
   

   
   

   C1: Engage in structured conversations in professional and social situations.

   C2: Identify and apply suitable linguistic strategies to communication problems.

   C3: Deliver short oral presentations on familiar topics.

   C4: Use self-assessment tools to track language progress.

   C5: Utilize digital resources and communication tools for language practice.

   
   
   

   
   

   D1: Expand their vocabulary by exploring more complex topics.

   D2: Develop confidence in longer oral and written communication.

   D3: Engage in spontaneous discussions on personal and professional topics.

   D4: Present ideas in structured oral and written formats.

   D5: Use online learning platforms, dictionaries, and multimedia for skill improvement.

   D6: Identify and apply independent learning strategies.

   
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​​This course aims to provide students with knowledge of the achievements of Islamic civilization and its impact on Western civilization during the Middle Ages through a series of objectives associated with each unit.​​

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This course aims to provide students with knowledge of key development issues in the Arab world through a series of unit-specific objectives.​

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• Explore the position and role of the English language in the contemporary twenty-first-century world.
• Assess how English became the pre-eminent international language of the modern period.
• Trace how English changed as it spread to other countries through colonialism, and evaluate the impact that it has had on societies, cultures and other languages around the world.
• Explore how the English language continues to be shaped by a growing number of users in a range of everyday settings from home to education and work, and its impact on political and educational issues.
• Observe and account for how language varies between individuals and also in different institutional, cultural and national settings.
• Examine examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising.
• Develop learners' skills as effective communicators in personal and professional life.​
  

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A. Knowledge and understanding

​

A1: Develop an understanding of the history and development of English, and its contemporary role alongside other languages in a globalised world.

A2: Develop a critical appreciation of the contemporary uses of English in conjunction with other modes of communication in a range of social, cultural, political and educational contexts.

A3: Develop knowledge of the key linguistic tools and terminologies for the analysis and evaluation of spoken, written and digital texts, including collected examples.

A4: Develop a perspective on English language experiences, including aspects of communication skills.

B. Cognitive skills

At the end of the module, learners should be able to:

B1: Develop awareness of the stages of the processes associated with the spread of English, highlighting its links with colonialism and the role that people, cultures and technologies have played in this spread.

B2: Understand how language varies between individuals and also in different institutional, cultural and national settings.

B3: Discuss the benefits of diversity and its implication in discrimination.

B4: Develop an understanding of the use of varieties of English in social, educational and work-based contexts around the world.

B5: Develop different reflective strategies that critically and constructively explore global political issues associated with the spread of English; such as migration, political protest, and attempts to 'decolonise' the curriculum

C. Practical and professional skills

At the end of the module, learners should be able to:

C1: Demonstrate awareness of the diversity of factors, practices and interpretations associated with the spread of English in the world.

C2: Adopt and examine examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising.

C3. Demonstrate a reflective approach through an integrated understanding of the significance and power of English in social, cultural, and economic life.

C4. Demonstrate awareness of the social and economic opportunities opened up by English, and the implications for those people who don't have access to the language.

D Key transferable skills 

At the end of the module, learners will be expected to:

D1: Discuss with confidence issues related to the position of English in the world, factors contributing to its spread, and negative and positive views on the matter.

D2: Demonstrate skills on working co-operatively with others.

D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.​

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A. Knowledge and understanding

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A1: Develop an understanding of the history and development of English, and its contemporary role alongside other languages in a globalised world.

A2: Develop a critical appreciation of the contemporary uses of English in conjunction with other modes of communication in a range of social, cultural, political and educational contexts.

A3: Develop knowledge of the key linguistic tools and terminologies for the analysis and evaluation of spoken, written and digital texts, including collected examples.

A4: Develop a perspective on English language experiences, including aspects of communication skills.

B. Cognitive skills

At the end of the module, learners should be able to:

B1: Develop awareness of the stages of the processes associated with the spread of English, highlighting its links with colonialism and the role that people, cultures and technologies have played in this spread.

B2: Understand how language varies between individuals and also in different institutional, cultural and national settings.

B3: Discuss the benefits of diversity and its implication in discrimination.

B4: Develop an understanding of the use of varieties of English in social, educational and work-based contexts around the world.

B5: Develop different reflective strategies that critically and constructively explore global political issues associated with the spread of English; such as migration, political protest, and attempts to 'decolonise' the curriculum

C. Practical and professional skills

At the end of the module, learners should be able to:

C1: Demonstrate awareness of the diversity of factors, practices and interpretations associated with the spread of English in the world.

C2: Adopt and examine examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising.

C3. Demonstrate a reflective approach through an integrated understanding of the significance and power of English in social, cultural, and economic life.

C4. Demonstrate awareness of the social and economic opportunities opened up by English, and the implications for those people who don't have access to the language.

D Key transferable skills 

At the end of the module, learners will be expected to:

D1: Discuss with confidence issues related to the position of English in the world, factors contributing to its spread, and negative and positive views on the matter.

D2: Demonstrate skills on working co-operatively with others.

D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.​

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• The module aims to:

   

  • Develop efficient language acquisition skills through action-based learning.

   

  • Enable students to act and interact in Spanish-speaking environments.

   

  • Provide structured learning through real-world social and professional scenarios, cultural references, and authentic media.

   

  • Strengthen linguistic autonomy through a progression of exercises and activities.

   

  • Raise communicative competence in both written and oral Spanish.
    
  
  

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• Acquaint students with the important role translation has played and still does in facilitating human interaction and overcoming linguistic and cultural barriers.
• Acquaint students with the main definitions and types of translation.
• Orient students to the essential relation between translation and different levels of meaning.
• Introduce students to the important relation between translation and culture.
• Introduce students to the main difficulties involved in the process of translating and the relevant problem-solving strategies.

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1. Knowledge and understanding

At the end of the module, learners will be expected to:

A1: Develop their understanding of the importance of translation to overcome linguistic barriers.

A2: Develop their understanding of some basic translation notions such as equivalence, transference of meaning, etc.

A3: Develop their understanding of some basic translation types and translation difficulties.

B. Cognitive skills

At the end of the module,  learners will be expected to:

B1: Develop awareness features about types of meanings.

B2: Develop awareness of the difference between written translation and oral interpretation.

B3: Demonstrate understanding of important translation terms and notions.

B4: Develop awareness about some linguistic and cultural difficulties in translation.

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Interpret text meanings as a basic step in the process of translation.

C2: Carry out the necessary transformations when translating sentences, idioms, and relatively short texts between English and Arabic.

  D. Key transferable skills

At the end of the module, learners will be expected to:

D1: Have acquired some basic skills in the analysis of meaning.

D2: Have acquired some basic translation skills.

D3: Enhance self- awareness and confidence in their own translation skills, and the skill of interactive and cooperative learning.

​​​​​The module aims to:

• Engage students and alert them to the important role that grammatical structures play in constructing meaningful utterances.
• Acquaint students with the comparative and contrastive (similarities and differences) aspects of the main grammatical categories in English and Arabic.
• Help students carry out well-formed and coherent translation between English and Arabic grammatical categories and structures in relation to such grammatical categories and structures as:
  
  - Pronouns, Articles and Demonstratives
  
  - Modification
  
  - Clauses and word-order
  
  - Coordination and subordination
  
  - Conditional Clauses
  
  - Tenses
• Train students on describing the negotiation process that takes place between themselves as translators and the text. 
  
  

​​A. Knowledge and understanding:

At the end of the module, learners will be expected to:

A1. Understand the resemblances and differences between English and Arabic grammatical categories.

A2. Understand the nature of both grammatical systems (English and Arabic) as to similarities and differences.

A3. Understand the contribution of structure to meaning, and its importance in translation.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1. Develop awareness of grammatical notions and categories in English and Arabic.

B2. Develop awareness of comparative and contrastive features in English and Arabic.

B3. Develop analytical skills of grammatical analysis in English and Arabic.

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1. Use grammatical rules correctly in Arabic and English.

C2. Analyse grammatical structures in Arabic and English.

C3. Develop awareness on how to benefit from their acquired grammar skills in the process of translation. 

D Key transferable skills 

D1. Demonstrate ability to understand comparative and contrastive aspects of grammatical structures in both English and Arabic as to word order, passive voice, nominal and verbal structures, condition, etc.

D2. Show ability to recognize structural ambiguities and how to resolve them.​

D3. Show ability to apply their acquired skills to translating. ​​​​​

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This module aims to:

• Help students to examine the content of a text and to produce a written text free of common linguistic and cognitive errors.
• Identify the characteristics of creative writing and its distinctive features through applications to drama, diaries, and debates.
• Provide students with the opportunity to recognize the contemporary cultural views and approaches.
• Help students to tackle translated texts as an artistic work where language is a means not a target in its own.

Equip students with the necessary analytical skills to examine the artistic and stylistic structure of a text in order to restructure it.

​A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1. Recall the knowledge acquired on writing and its educational and cultural data.

A2. Define the act of writing and its function in the light of communication theory.

A3. Develop some knowledge of the stylistic features of texts of different genres.  

 A4. Be involved in the understanding of the content of texts of different genres.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1. Be cognizant of the fundamentals of writing skills.

B2. Develop an awareness of the genre features of various text types.

B3. Develop critical thinking and analytical skills. 

B4. Develop reading and writing abilities to go beyond the revision of the original text to discover relations between languages and cultures in order to reconstruct the translated text.

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1. Have the basic knowledge of various creative genres and their stylistic features.

C2. Analyse written text to identify their different genres.

C3. Produce linguistically correct written texts that are characterized by academic quality. 

D Key transferable skills 

At the end of the module, learners will be expected to:

D1. Be able to apply their acquired skills and knowledge to achieve success in a multicultural community.

D2: Acquire some basic knowledge of how to evaluate written texts and translations.

D3. Be functionally capable of using their writing skills in letter writing and scientific research.​

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The module aims to:

• Introduce students to computer-assisted translation (CAT).
• Introduce students to the ways in which computer assisted translation (CAT) can support human translation (HT.)
• Help students develop their skills in using CAT tools.
• Encourage students to collaborate in CAT activities
  
  

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A. Knowledge and understanding:

At the end of the module, learners will be expected to:

A1. Show understanding of the possible uses of translation technology, and its limitations.

A2. Understand the mechanism of CAT through a relevant software product.

A3. Demonstrate awareness of the role of CAT in creating electronic translation memories that can help translators and save much time.
B. Cognitive skills:

At the end of the module learners will be expected to:

B1. Develop awareness of the practical benefits of CAT to translators, and learn how to benefit from some basic tools such as Translation Memories.

B2. Demonstrate reflective awareness of the role of CAT in interactive translation and teamwork.

B3. Acquire the skill of applying CAT software under the guidance of the tutor.       
  

C. Practical and professional skills​:

At the end of the module, learners will be expected to:

C1. Use some simple CAT translation functions.

C2. Learn about using Translation Memories. 
C3.Become familiar with a number of selected CAT software products

D Key transferable skills :

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At the end of the module, learners will be expected to:

D1. Show some ability in using relevant software products.

D2. Demonstrate interest in working with technology.

D3. Develop some basic technology skills related to CAT.​

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​​The module aims to:

• Introduce students to ways of analysing and assessing business texts in the source language.
• Orient students to the fundamental terms and concepts in the business field.
• Introduce students to the basic principles and techniques for translating different types of business texts.
• Help students to critically analyse and produce various types of business texts in Arabic and English.
• Develop a list of lexical terms.
• Enable students to effectively translate a range of business documents from source to target language.
• Explore and justify translation solutions.
• Assist students to apply practical translation skills to the standards required of a newly qualified translator.
  
  

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A. Knowledge and understanding:

At the end of the module, learners will be expected to:

A1. Understand the basic principles and techniques for translating different types of texts.

A2. Understand the strategies and procedures of translating business texts from source language to target language. 

A3. Understand the impact of text type and function on translation.

B. Cognitive skills:

At the end of the module learners will be expected to:

B1. Develop their skills in translating different business texts.

B2. Develop reflective awareness on the issues surrounding text types and function in translation.

B3. Apply appropriate strategies and procedures in translating business texts.

C. Practical and professional skills:

At the end of the module, learners will be expected to:

C1. Analyze text types and functions.

C2. Reproduce business texts in Arabic and English.

C3. Develop awareness and ability to select appropriate translation strategies and procedures.

D Key transferable skills :

At the end of the module, learners will be expected to:

D1. Reproduce business texts in the source and target language.

D2. Show confidence in using different strategies and processes in translation.

D3. Develop appropriate resources and approaches in translating business texts.