Course general Description: The aim of this course is to examine in detail specific areas of linguistic analysis relevant to language teaching. The course will introduce students to key concepts, terms and models in certain areas, and relate these to syllabus, methodology, materials and other aspects of the second language curriculum. The course will cover some concepts and theories in language analysis (lexis, morphology, syntax, discourse, and phonology) and applicable to English language teaching.

Course general Description: This course introduces students to the practice of writing for academic purposes. A major focus of the course will be the language used in different levels of academic discourse. It introduces basic research writing skills including notetaking, paraphrasing, summary, direct quotation, positioning, and citation. The course will give special consideration to composition skills such as paragraph structure, essay structure, coherence, and the common features of academic texts (style, conventions, and phraseological patterns).

Course general Description: This course introduces students to the basic theories, concepts and approaches of second language acquisition and their relevance to classroom teaching. To this end, the course will discuss theories of language acquisition, factors influencing language acquisition, variability in language acquisition, learnability and individual differences.

Course general Description: This course introduces major theories of first and second language acquisition and how the two processes are related. Candidates will investigate how psychological, social-cultural, and linguistic factors affect students’ second language learning and how to develop one’s teaching strategies that reflect what constitutes language and how languages are learned. Candidates will also develop a personal philosophy that articulates a theoretical approach to teaching languages and informs future practice.

Course general Description: This course aims at developing students’ awareness of the curriculum development and syllabus design process as well as their skills for syllabus and materials design, development and evaluation. The course also focuses on the relationship between syllabus ideology and learning outcomes, the roles of teachers, and students' needs. In addition, the course will examine different approaches of evaluation in language syllabuses.

Course general Description: This course introduces principles, approaches and methods of second/foreign and classroom research. The course will examine different viewpoints involved in language teaching and learning research, to this end, the course will discuss issues such as types of research, structures of research, literature reviews, data collection methods, data analysis methods, and reporting research results.

Course general Description: This course introduces major theories and practices in teaching English for specific purposes in both academic and professional sectors (e.g., medical English, legal English, English for business). It introduces students to the basic principles and techniques in ESP course design. Students will consider practical aspects of course design such as materials writing, methodology and assessment.

Course general Description: This course explores current issues and research relating to applied linguistics, particularly those relevant to language teaching and learning. It provides students with a methodological overview of critical applied linguistics research which explores the role of language in producing, sustaining, challenging and transforming power and social justice. It outlines major approaches to the analysis of spoken and written texts. Also, it focuses on ethical considerations in applied linguistics research.

Course general Description: This course introduces a theoretical and practical approach to the study of bilingualism. The course will cover issues such as the definition of bilingualism, who the bilingual person is, differences in language acquisition between monolinguals and bilinguals, and the different theoretical frameworks related to bilingualism in education along with current research areas in the field.

This course provides students with a fundamental understanding of the principles underlying the use of computer technology in language learning and teaching as well as hands-on activities of designing and producing computer assisted language learning (CALL) programs and materials. The topics include computer and Internet basics, principles of computer assisted language learning, CALL software and website evaluation, using technology to teach/learn listening, speaking, reading, and writing skills, web-based CALL activities, using computer-mediated communication in language learning and teaching, and designing and creating CALL activities and programs.

The course introduces approaches to evaluation and means of assessment of language skills, with special emphasis on English as a Second Language. Specifically, it examines authentic assessments in contrast with standardized assessment and provides students with a range of assessment tools to be used in the future. The course will include readings, interactive lecture, discussion, group work, field research, presentations, and reports to explore the various variables that affect learners’ performance on tests such as test formats, cultural background, linguistic skills, and so forth. Ultimately, students will gain a better understanding of the complexities of assessment of English language learners and how these can be faced in a language classroom.

This course introduces corpus linguistics and its use in English language teaching and research. Through problem based tasks the students will be familiarized with the use of corpora as a basis for language description and learning. Students will learn the main concepts and methods of corpus linguistics by investigating different kinds of corpora namely the British National Corpus.

This course offers a description of varieties of English which resulted from language contact situations in different parts of the world. In these areas, English has gained the status of a second or additional language thorough histories of colonization or slaves trades. The course will show how processes of mass acquisition produced identifiable no-native Englishes in the former British colonies such as India, Singapore and pidgin/Creole Englishes in the plantations in the Caribbean or pacific. In addition to surveying the evolution of these varieties, we will look at their phonology, vocabulary as well as the social and cultural roles they play in their respective speech communities.

This course provides students with issues, approaches and theories in language variation. The course discusses aspects of regional and social variations in terms of pronunciation, grammar and vocabulary.in social variation, factors such as age, social class, gender, and ethnicity are analyzed with respect to actual language use in both speech and writing. The course will also cover fundamental theories of language change and its implications to language teaching.

In the research project (6000-8000 words), students are expected to demonstrate the integration and application of their learning throughout the program via applied or research-based project. In this project students should show design a research topic that address a challenge of addressing the conceptual and practical knowledge in language teaching and learning, with an extensive literature review and research methodology application. Research projects focus on developing a more in depth understanding of an issue, interest, concern, or phenomenon. The research includes a miniature literature review on the topic and provides explanations of the implications and applications for future practice in English language teaching and learning.