II Fiche d’organisation semestrielle des enseignements de ... · PDF filelinguistics 45 1.30 1.30 / 03 04 50% 50% Study of ... ... Errors to avoid in academic writing

Etablissement : Université Tahri Mohamed Bechar

Année Universitaire : 2015 / 2016

Intitulé de la Licence : Langue Anglaise

II – Fiche d’organisation semestrielle des enseignements de la spécialité (S5 et S6)

Page | 18

Page | 19 Etablissement : Université Tahri Mohamed Bechar



Semestre 5 :

Unité d’Enseignement VHS V.H hebdomadaire

Coeff Crédits Mode d'évaluation

15 semaines COURS TD TP Autres Continu Examen

UE fondamentales UEF3.1 (Study of Language)

linguistics 45 1.30 1.30 / 03 04 50% 50%

Study of LiteraryTexts 45 1.30 1.30 / 03 04 50% 50%

Study of Civilisation Texts 45 1.30 1.30 / 03 04 50% 50%

UEF3.2(Language Practice)

Comprehension and Written

Production 21.30 / 1.30 /

02 02 / 100%

Comprehension and Oral Production 21.30 / 1.30 / 02 02 / 100%

Translation and Interpreting 21.30 / 1.30 / 02 02 / 100%

UEF3.3 (Language and Use)

Didactics 21.30 1.30 / / 01 02 / 100%

ESP 21.30 / 1.30 / 01 02 / 100%

UE méthodologie

UEM3

Research Methodology 21.30 / 1.30 / 02 04 / 100%

UE Découverte

UED3

Cognitive

psychology/communication sciences 21.30 1.30 / /

01 02 / 100%

UE transversales

UET3

French 21.30 1.30 / / 01 02 / 100%

Total Semestre 5 315 09 12 21 30

Etablissement : Université Tahri Mohamed Bechar



Semestre 6 :

Page | 20

Unité d’Enseignement VHS V.H hebdomadaire

Coeff Crédits Mode d'évaluation

15 semaines COURS TD TP Autres Continu Examen

UE fondamentales

UEF3.1(Study of Language)

linguistics 45 1.30 1.30 / 03 04 50% 50%

Study of LiteraryTexts 45 1.30 1.30 / 03 04 50% 50%

Study of Civilisation Texts 45 1.30 1.30 / 03 04 50% 50%

UEF3.2(Language Practice)

Comprehension and Written

Production 21.30 / 1.30 /

02 02 / 100%

Comprehension and Oral Production 21.30 / 1.30 / 02 02 / 100%

Translation and Interpreting 21.30 / 1.30 / 02 02 / 100%

UEF3.3(Language and Use)

Didactics 21.30 1.30 / / 01 02 / 100%

ESP 21.30 / 1.30 / 01 02 / 100%

UE méthodologie UEM3

Research Methodology 21.30 / 1.30 / 02 04 / 100%

UE Découverte UED3

Cognitive

psychology/communication sciences 21.30 1.30 / /

01 02 / 100%

UE transversales UET3

French 21.30 1.30 / / 01 02 / 100%

Total Semestre 5 315 09 12 21 30

Récapitulatif global de la formation : (indiquer le VH global séparé en cours, TD,TP…

pour les 06 semestres d’enseignement, pour les différents types d’UE)

UE

VH UEF UEM UED UET Total

Cours 178 / 90 43 311

TD 1297 180 90 90 1657

TP / / / / /

Travail personnel 565 140 40 / 745

Autre (préciser) 1260 180 167 167 1787

Total 3300 500 300 300 4500

Crédits 132 20 12 12 180

% en crédits pour chaque UE

73.33% 11.11% 6.67% 6.67% 100%

Page | 22 Etablissement : Université Tahri Mohamed Bechar Année Universitaire : 2015 / 2016


III - Programme détaillé par matière des semestres S5 et S6 (1 fiche détaillée par matière)

(tous les champs sont à renseigner obligatoirement)



Semestre : 5

Unité d’enseignement : unité fondamentale étude de la langue

Matière : Study of civilisation texts

Crédits : 4

Coefficient : 3

Objectifs de l’enseignement

Vue la relation entre la culture et la langue, le module Civilisation et Culture Anglo-

Saxonne permet aux étudiants de s’imbiber de la langue Anglaise dans son contexte

historique et culturelle. Cela pourrait les aider pour leurs carrières notamment dans le

domaine de traduction et interprétariat.

Connaissances préalables recommandées

L’étudiant aurait préalablement eu contact avec ce module comme matière d’unité

secondaire en S1, S2, S3 et S4

Contenu de la matière :

I- the British Culture of the beginning of the 20th century

1-literature

2- Music and other arts

II- The First World War period

1-Causes

2-Consequences

III- Post First World War and the Twenties

1-The Versailles Treaty

2-The British Depression and the Great Crash

3-The social struggles

IV- The Irish Problem

V- Great Britain and the 1930’s

1-the Political Alliance and the great reforms

2-The economic Growth

3-The Social Changes

VII-The World Changes of the thirties

1-the War of Ideologies

2- Rise of the dictatorship as Political system

VIII-George VI and the British Society

1- Destiny of a king

2- George VI Vs the world political Figures

IX-Culture of the Thirties

IX- the British participation in the Second World War

X-Aftermath

XI-Great Britain and the Foreign policy

XII-the Fifties and the cultural changes

XIII-The Wave of independencies



XIV-End of empire

Mode d’évaluation : (type d’évaluation et pondération)

-Examen de fin de semestre + note de teste de TD 50/50

-Le module est acquis par l’étudiant à partir de 10/20 avec compensation

Références bibliographiques(Livres et polycopiés, sites internet, etc) :

Citer au moins 3 à 4 références classiques et importantes.

http://en.bookfi.org/

http://www.engelsklenker.com/british_empire_history_resource.php

http://www.ualberta.ca/~janes/EMPIRE.html

http://www.britishempire.co.uk/

-Lee, Stephen J. (1994). Aspects of British political history, 1815–1914. Routledge.

-Springhall, John (2001). Decolonization since 1945: the collapse of European overseas

empires. Palgrave

-McIntyre, W. Donald (1977). The Commonwealth of Nations. University of Minnesota

Press.

-Thomson, David, England in the Twentieth Century., England, Penguin Books,

1991.

-Perry, Marvin. Chase, Myrna.Jacob, James R. Jacob, Margaret C. Von Laue, Theodore

H. Western Civilization Ideas, Politics and Society, Volume II, from the

1660s.,U.S.A, Third Edition, Houghton Mifflin Company, 1986.

-Webb, R.K.Modern England from the Eighteenth Century to the Present.,

U.S.A,Sixth Printing, Dodd, Mead &Company, 1968.

-Briggs, Asa, The Age of Improvement,1783-1867., London and New York,

Longman, 1959.

-Bridge, F.R and Bullen , Roger. The Great Powers and the European States

System, 1815-1914., U.S.A, Second Edition, Longman, 1983.

-Gallagher, John, The Decline, Revival and Fall of the British Empire, the Ford

Lectures and other Essays., Great Britain, Cambridge University Press, 1982.

-Huttenback, Robert A, The British Imperial Experience., U.S.A, Harpar and Row

Publishers, 1966.

-Lord, Strang, Britain in World Affairs., London, Faber & Faber LTD and André

Deutsch LTD,1961.

-Marx, Roland.Histoire de la Grande Bretagne.,Paris, Armand Colin, 1980.

-Maurois, André.Histoire d’Angleterre., Paris, Librairie Arthène Fayard, 1953.

http://en.bookfi.org/

http://www.engelsklenker.com/british_empire_history_resource.php

http://www.ualberta.ca/~janes/EMPIRE.html

http://www.britishempire.co.uk/

http://books.google.com/?id=EbojMikATQwC



Semestre : 6 Unité d’enseignement : unité fondamentale

Matière : Study of civilisation texts

Crédits : 4

Coefficient : 3

Objectifs de l’enseignement (Décrire ce que l’étudiant est censé avoir acquis

comme compétences après le succès à cette matière – maximum 3 lignes).

Vue la relation entre la culture et la langue, le module Civilisation et Culture Anglo-

Saxonne permet aux étudiants de s’imbiber de la langue Anglaise dans son contexte

historique et culturelle. Cela pourrait les aider pour leurs carrières notamment dans le

domaine de traduction et interprétariat.

Connaissances préalables recommandées (descriptif succinct des connaissances

requises pour pouvoir suivre cet enseignement – Maximum 2 lignes).

L’étudiant aurait préalablement eu contact avec ce module comme matière d’unité

secondaire en S1, S2, S3 et S4


I- America enters the 20th Century

II- The American participation in the Great War

III-Post First world War and the age of disillusion

IV-The Isolationism Period and the Roaring Twenties

V-The Great Crash 1929

VI- The age of Depression

VII- Roosevelt and the New Deal

VIII- The American Position towards the Second World War

IX-The Pearl Harbor Attack and the US engagement

X- War aftermath and The Cold War

XI- The Booming Fiftiesand The Crazy Sixties

XII-America and the New World Order

XIII- The Clash of Civilizations

XIV-The 21th Century America


-Examen de fin de semestre + note de teste de TD 50/50

-Le module est acquis par l’étudiant à partir de 10/20 avec compensation


-Thomson, David, England in the Twentieth Century., England, Penguin Books,

1991.



-Perry, Marvin. Chase, Myrna.Jacob, James R. Jacob, Margaret C. Von Laue, Theodore

H. Western Civilization Ideas, Politics and Society, Volume II, from the

1660s.,U.S.A, Third Edition, Houghton Mifflin Company, 1986.

-Webb, R.K.Modern England from the Eighteenth Century to the Present.,

U.S.A ,Sixth Printing, Dodd, Mead &Company, 1968.

-Briggs, Asa, The Age of Improvement,1783-1867., London and New York,

Longman, 1959.

-Bridge, F.R and Bullen , Roger. The Great Powers and the European States

System, 1815-1914., U.S.A, Second Edition, Longman, 1983.

-Gallagher, John, The Decline, Revival and Fall of the British Empire, the Ford

Lectures and other Essays., Great Britain, Cambridge University Press, 1982.

-Huttenback, Robert A, The British Imperial Experience., U.S.A, Harpar and Row

Publishers, 1966.

-Lord, Strang, Britain in World Affairs., London, Faber & Faber LTD and André

Deutsch LTD,1961.

-Marx, Roland.Histoire de la Grande Bretagne.,Paris, Armand Colin, 1980.

-Maurois, André.Histoire d’Angleterre., Paris, Librairie Arthène Fayard, 1953.



Semestre : 5

Unité d’enseignement : UEF2

Matière : Written Comprehension and Production

Crédits : 2

Coefficient : 2



This course develops important skills in the areas of academic essay writing, essay

organization, text coherence and cohesion, and appropriate style aiming to help

students in all degree programme written tasks: course assignments and reports,

examination essays and dissertations.



Students are supposed to have acquired written fluency and command over textual,

rhetorical, grammatical, and discursive conventions.




What is academic writing?

(Avoid emotive language, Personal stories, Colloquial terms & Ambiguous grammar)

Use of a specific register

Style

Organizing the paragraph (unity of idea: topic sentence, supporting sentences and concluding sentence, how to cut whole blocks into prgs, join small prgs, different types of prgs)

Sentence transition & combination (linking words and punctuation)

Paragraph transition (introductory words in paragraphs)

Phrases and words (precision in word choice, avoidance of phrasal verbs, vague pronouns)

Errors to avoid in academic writing (faulty agreement, sentence fragments, run-on sentences, faulty parallelism, wordiness)


Control continu + Examens



Advice on Academic Writing. http://www.writing.utoronto.ca/advice. Bailey,. S. (2011). Academic Writing : A Handbook for International Students (3rd ed). London and New York : Routledge. Bowker, N. (2007) Academic writing: a guide to tertiary level writing. http://owll.massey.ac.nz/pdf/Academic-Writing- Guide.pdf#page=5&zoom=auto,-107,432 Essay planning and structure. http://owll.massey.ac.nz/assignment-types/essay- planning-and-structure.php

Hamzaoui, H. and Negadi, N.(2012). How to Write an Extended Essay or a Thesis in Language Studies. Oran: Editions Manal. AIP (Hathwell, David; and Metzner, A. W. Kenneth, eds.) 1978: Style Manual, Third ed. American Inst. of Physics. Bernstein, Theodore M. 1981: The Careful Writer-A Modern Guide to English Usage. Atheneum. Buehler, Mary Fran 1970: Report Construction-A Handbook for the Preparation of Effective Reports. Foothill Publ. (Sierra Madre, California). CBE 1978: Council of Biology Editors Style Manual, Fourth ed. Chicago Press, Univ. of, 1982: The Chicago Manual of Style, Thirteenth ed. Cook, Claire Kehrwald 1985: The MLA's Line by Line-How To Edit Your Own Writing. Houghton Mifflin Co.

http://www.writing.utoronto.ca/advice

http://owll.massey.ac.nz/pdf/Academic-Writing-Guide.pdf%23page%3D5%26zoom%3Dauto%2C-107%2C432


http://owll.massey.ac.nz/assignment-types/essay-planning-and-structure.php




Rinehart and Winston. Murdock, Lindsay R. 1982: Use of Hyphens in Unit Modifiers. Tech. Commun., Second Quarter, pp. 6-7. Rathbone, Robert R. 1985: Communicating Technical Information-A New Guide to Current Uses and Abuses in Scientifc and Engineering Writing, Second ed. Addison-Wesley Publ. Co. Rowland, Dudley H. 1962: Handbook of Better Technical Writing. Business Reports, Inc. (Larchmont, New York). Skillin, Marjorie D.; Gay, Robert M.; et al. 1974: Words Into Type, Third ed. Prentice- Hall, Inc. Tichy, H. J.; and Fourdrinier, Sylvia 1988: Effective Writing for Engineers, Managers, Scientists, Second ed. John Wiley & Sons, Inc. Van Buren, Robert; and Buehler, Mary Fran 1980: The Levels of Edit, Second ed. JPL Publication 80-1, Jet Propulsion Lab., California Inst. of Technology, Jan.

Semestre : 6




Matière : Written Comprehension and Production

Crédits : 2

Coefficient : 2



This course develops important skills in the areas of academic essay writing, essay

organization, text coherence and cohesion, and appropriate style aiming to help

students in all degree programme written tasks: course assignments and reports,

examination essays and dissertations.



Students are supposed to have acquired written fluency and command over textual,

rhetorical, grammatical, and discursive conventions.


Structure

Creating an outline (possible formats: bullet points, entire sentences, section sub- headings)

Introduction (purpose and content)

Body/ discussion (purpose and content)

Conclusion (purpose and content)

Using sources

Quoting

Summarizing

Paraphrasing

Writting a Bibliography


Control continu + Examens



Advice on Academic Writing. http://www.writing.utoronto.ca/advice. Bailey,. S. (2011). Academic Writing : A Handbook for International Students (3rd ed). London and New York : Routledge. Bowker, N. (2007) Academic writing: a guide to tertiary level writing. http://owll.massey.ac.nz/pdf/Academic-Writing- Guide.pdf#page=5&zoom=auto,-107,432 Essay planning and structure. http://owll.massey.ac.nz/assignment-types/essay- planning-and-structure.php

Hamzaoui, H. and Negadi, N.(2012). How to Write an Extended Essay or a Thesis in

http://www.writing.utoronto.ca/advice







Language Studies. Oran: Editions Manal. AIP (Hathwell, David; and Metzner, A. W. Kenneth, eds.) 1978: Style Manual, Third ed. American Inst. of Physics. Bernstein, Theodore M. 1981: The Careful Writer-A Modern Guide to English Usage. Atheneum. Buehler, Mary Fran 1970: Report Construction-A Handbook for the Preparation of Effective Reports. Foothill Publ. (Sierra Madre, California). CBE 1978: Council of Biology Editors Style Manual, Fourth ed. Chicago Press, Univ. of, 1982: The Chicago Manual of Style, Thirteenth ed. Cook, Claire Kehrwald 1985: The MLA's Line by Line-How To Edit Your Own Writing. Houghton Mifflin Co.



Murdock, Lindsay R. 1982: Use of Hyphens in Unit Modifiers. Tech. Commun., Second Quarter, pp. 6-7. Rathbone, Robert R. 1985: Communicating Technical Information-A New Guide to Current Uses and Abuses in Scientifc and Engineering Writing, Second ed. Addison-Wesley Publ. Co. Rowland, Dudley H. 1962: Handbook of Better Technical Writing. Business Reports, Inc. (Larchmont, New York). Skillin, Marjorie D.; Gay, Robert M.; et al. 1974: Words Into Type, Third ed. Prentice- Hall, Inc. Tichy, H. J.; and Fourdrinier, Sylvia 1988: Effective Writing for Engineers, Managers, Scientists, Second ed. John Wiley & Sons, Inc. Van Buren, Robert; and Buehler, Mary Fran 1980: The Levels of Edit, Second ed. JPL Publication 80-1, Jet Propulsion Lab., California Inst. of Technology, Jan.



Semestres : 5


Matière : Oral Comprehension and Production

Crédits : 02

Coefficient: 02


All Clear 3 teaches students to recognize and produce the high-frequency idioms,

phrases, and contemporary expressions needed in a range of conversational situations.

All clear 3 Book and 2 Audio CDs.

Connaissances préalables recommandées The students should have gone

through All clear 1 and 2 which serve as springboards for learning the idioms and other

expressions. ; listening skills are developed through pre-, while-, and post-listening

activities related to each units introductory dialogue; "Your Turn" speaking activities

encourage learners to use the newly acquired idioms and expressions interactively;

numerous listening and speaking activities help build fluency through the integration of

reading, writing, and grammar skills; special attention is given to the grammar related

to expressions in order to help develop fluency and accuracy.




Each lesson (unit) focuses initially on chunks of language in the form of idioms and

other expressions (collocations) and then provides many structured and communicative

activities for speaking, listening, grammar, writing, pronunciation, and public speaking

practice.

Listening skills are developed through pre-, while-, and post-listening activities related

to each units introductory dialogue; "Your Turn" speaking activities encourage learners

to use the newly acquired idioms and expressions interactively; numerous listening and

speaking activities help build fluency through the integration of reading, writing, and

grammar skills; special attention is given to the grammar related to expressions in order

to help develop fluency and accuracy.

Autres activités

En plus des programmes communs à tous les groupes (All clear 1, 2 & 3), les

enseignants sont libres d’utiliser d’autres programmes et activités qu’ils jugent

intéressants ou adaptés à leur groupe.


Il consiste en différents modes :



- Contrôle continue ;

- Examen (Listening + Oral parts)

Références bibliographiques

-All clear 1 Book and 2 Audio CDs. -All clear 2 Book and 2 Audio CDs. -All clear 3 Book and 2 Audio CDs. -J.R. Searle (1969), Speech Acts, Cambridge University Press.

-Tannen, Deborah. You Just Don’t Understand: Men and Women in Conversation. New York: William Morrow and Co., 1990.

-Fishman, Pamela. “Conversational Insecurity.” In Language: Social Psychological -Perspectives, edited by Howard Giles, W. Peter Robinson, and -Philip M. Smith. New York: Pergamon Press, 1980, 127–32



Semestres : 6

Unité d’enseignement :UEF2

Matière : Oral Comprehension and Production

Crédits : 02

Coefficient : 02


All Clear 3 teaches students to recognize and produce the high-frequency idioms,

phrases, and contemporary expressions needed in a range of conversational situations.


Connaissances préalables recommandées The students should have gone

through All clear 1 and 2 which serve as springboards for learning the idioms and other

expressions. ; listening skills are developed through pre-, while-, and post-listening

activities related to each units introductory dialogue; "Your Turn" speaking activities

encourage learners to use the newly acquired idioms and expressions interactively;

numerous listening and speaking activities help build fluency through the integration of

reading, writing, and grammar skills; special attention is given to the grammar related

to expressions in order to help develop fluency and accuracy.




Each lesson (unit) focuses initially on chunks of language in the form of idioms and

other expressions (collocations) and then provides many structured and communicative

activities for speaking, listening, grammar, writing, pronunciation, and public speaking

practice.

Listening skills are developed through pre-, while-, and post-listening activities related

to each units introductory dialogue; "Your Turn" speaking activities encourage learners

to use the newly acquired idioms and expressions interactively; numerous listening and

speaking activities help build fluency through the integration of reading, writing, and

grammar skills; special attention is given to the grammar related to expressions in order

to help develop fluency and accuracy.

Autres activités



En plus des programmes communs à tous les groupes (All clear 1, 2 & 3), les

enseignants sont libres d’utiliser d’autres programmes et activités qu’ils jugent

intéressants ou adaptés à leur groupe.


Il consiste en différents modes :

- Contrôle continue ;

- Examen (Listening + Oral parts)


-All clear 1 Book and 2 Audio CDs. -All clear 2 Book and 2 Audio CDs. -All clear 3 Book and 2 Audio CDs. -J.R. Searle (1969), Speech Acts, Cambridge University Press.

-Tannen, Deborah. You Just Don’t Understand: Men and Women in Conversation. New York: William Morrow and Co., 1990. -Fishman, Pamela. “Conversational Insecurity.” In Language: Social Psychological -Perspectives, edited by Howard Giles, W. Peter Robinson, and -Philip M. Smith. New York: Pergamon Press, 1980, 127–32



Semestre : 5

Unité d’enseignement :UEF3

Matière : DIDACTICS

Crédits :2

Coefficient :1



Pouvoir faire la différence entre linguistique générale et didactique des langues. Savoir

définir et parler de quelques concepts relatifs à l’enseignement des Langues étrangères.


-General Linguistics: meaning /form.

-What is meant by Structuralism in language

-What is meant by functionalism

-Behaviourism and language learning.




-On Didactics : some definitions

-TEFL Acronyms

-Defining: Approach, Method and Technique

-Language Teaching Methodologies : Traditional and recent teaching methods


-Généralement des questions relatives aux cours dispensés et auxquelles l’étudiant

répond en forme de dissertations.

+Présentation Orale d’un exposé

Références bibliographiques (Livres et polycopiés, sites internet, etc) :


Harmer, J. (1983). The practice of English Language Teaching.

London Group U.K.Limited. Brumfit, CJ. (1980). Problems and Principles in English Teaching.

Oxford: Pergamon Press Limited. Wilkins, D.A ( 1976). Notional Syllabuses.

Oxford University Press.

Webliography : tefl articles on internet. TESL electronic Journals : http://www.iteslj.org/Articles.

1. Brown, H.Douglas, (2001), “Teaching by Principles: An Interactive Approach to language pedagogy” [2nd ed],NY, Longman, 480 PP

Books

Harmer, J. (1983). The practice of English Language Teaching. London Group U.K.Limited.

Brumfit, CJ. (1980). Problems and Principles in English Teaching. Oxford: Pergamon Press Limited.

Wilkins, D.A ( 1976). Notional Syllabuses. Oxford University Press.

Electronic sources:

2. Andersen, Roger W, (1999), “TEACHING TEXT AND CONTEXT THROUGH MULTIMEDIA”, Language Learning & Technology Vol. 2, No. 2, January 1999, pp. 31-42

3. Clark, Nick, (2006), “Education in Algeria”, World Education News and Reviews (WENR), Volume 19, Issue 2, from: http://www.wes.org/ewenr/06apr/practical_algeria.htm

Magazine:

4. Zhenhui, Rao, (2005), English Teaching Forum , Volume 37 ,Number 3 Bureau of Educational and Cultural Affairs: OFFICE OF ENGLISH LANGUAGE PROGRAMS.

http://www.iteslj.org/Articles

http://llt.msu.edu/default.html

http://www.wes.org/ewenr/06apr/practical_algeria.htm



Semestre : 6

Unité d’enseignement :

Matière : DIDACTICS

Crédits :2

Coefficient :1


A la fin de ce cours, l’étudiant est censé être au courant des thèmes et questions relatives

à l’enseignement des langues ; et être capable d’en parler et de pouvoir trouver des

solutions à des problèmes qu’il pourrait avoir en face des élèves/étudiants

d’Anglais(EFL).

Connaissances préalables

Thèmes développés en S. 5 + Lectures d’articles dans la matière. Contenu de la matière : -Language Teaching Skills in Integration : listening, Speaking, Reading, Writing.

-Classroom Management

-Discipline Problems

-Dealing with Large Classes

-Evaluation in ELT/ Why Testing


-Généralement des questions relatives aux cours dispensés et auxquelles l’étudiant

répond en forme de dissertations.

+ Présentation Orale d’un exposé


Harmer, J. (1983). The practice of English Language Teaching.

London Group U.K. Limited. Brumfit, C.J. (1980). Problems and Principles in English Teaching.

Oxford: Pergamon Press Ltd. Oller, J.W. (1979). Language Tests at School. Longman Group Ltd.

Wilga, Rivers ( 1981). Teaching Foreign language skills. Chicago University Press

Wilkins, D.A ( 1976). Notional Syllabuses. Oxford University Press.

Webliography : tefl articles on internet. TESL electronic Journals : http://www.iteslj.org/Articles.

http://www.iteslj.org/Articles



Semestre : 5


Matière : introduction to ESP ( English for Specific Purposes)

Crédits :2

Coefficient :1



Development of teaching and materials design abilities in ELT in different fields and

contexts (academic, occupational and scientific)



A mastery of the English Language, a knowledge in applied linguistics and didactics.


1) The Origins of ESP

2) What is ESP?

a) Definitions of ESP

b) Types of ESP

3) Linguistic Analysis of ESP

a) The Diachronic Dimension

b) The Synchronic Dimension

4) Variables in an ESP Teaching operation

a) Needs analysis

b) Approaches to ESP course design and materials production

5) Teaching

6) Testing and Evaluation


Evaluation aims at testing students’ theoretical knowledge in ESP, and development of

their awareness for research in the field at master level



Graves, K (1996) .Teachers and Course developers; England :CUP

Hutchinson, T. and Waters, A. (1987) English for Specific Purposes; Cambridge: CUP

Kennedy, H.and Bolitho, R. (1984) English for Specific Purposes ; London:McMillan

Press limited

McKay, S. (2002) Teaching English as an International Language: rethinking Goals

and Approaches; Oxford: OUP



Semestre: 6


Matière : Introduction to ESP ( English for Specific Purposes)

Crédits :2

Coefficient:1


comme compétences après le succès à cette matière – maximum 3 lignes). The

objectives of this semester go hand in hand with the preceding one since it tries to

provide the practical aspect of the content of semester 5, in addition to an introduction

to research.


requises pour pouvoir suivre cet enseignement – Maximum 2 lignes). A mastery of the

English Language, a knowledge in applied linguistics and didactics in addition to the

theoretical principles introduced in semester 5


7) ELT in the global context

8) The learners the teachers and the ESP programmes in the global

context

9) A presentation of the ESP situation in Algeria

10) An introduction to ESP workshops


Evaluation aims at testing students’ abilities to apply the theoretical concepts and

undertaking research



Graves, K (1996) .Teachers and Course developers; England :CUP

Hutchinson, T. and Waters, A. (1987) English for Specific Purposes; Cambridge: CUP

Kennedy, H.and Bolitho, R. (1984) English for Specific Purposes ; London:McMillan Press limited McKay, S. (2002) Teaching English as an International Language: rethinking Goals

and Approaches; Oxford:OUP



Semestre : 5

Unité d’enseignement : Etude de la langue

Matière : Linguistics

Crédits : 4

Coefficient : 3



Sur la base de ce que l’étudiant a appris en linguistique générale (du S1 au S4), il devra

avoir acquis à la fin du S5 des connaissances dans la sous-discipline sociolinguistique.



L’étudiant en S5 doit avoir des connaissances d’ordre général : ce qu’est la langue, la

linguistique et les différents niveaux linguistiques + quelques théories et applications.

Contenu de la matière : Linguistique (sociolinguistique)

- Language and Society > Language variation

- The linguistic variable

- Social variables

- Investigation sociolinguistic variation

- Sociolinguistic variation and change

- Language contact : bilingualism/multilingualism

- Diglossia / Code-switching


50% contrôle continu (+ test) – 50% examen



Downes, W. (1998) (2nd ed.). Language and Society. Cambridge: University Press.

Ferguson, C.A. (1959a). Diglossia. Word, Vol. 15. 325-40. In Giglioli 1972: 232-51.

Gumperz, J.J. (1971). Language in Social Groups. Stanford Univ. Press.

Hamers, J.F. and Blanc, M.H.A. (2000) (2nd ed.). Bilinguality and Bilingualism.

Cambridge: Cambridge University Press.

Holmes, J. (2001) (2nd ed.). An Introduction to Sociolinguistics. Longman: Pearson

Education Ltd.

Hudson, R.A. (1996) 2nd ed. Sociolinguistics. Cambridge: CUP.

Labov, W. (1970). The Study of Language in its Social Context. In Pride and Holmes

(1972: 283-307).

Romaine, S. (1982) (ed.). Sociolinguistic Variation in Speech Communities. Arnold.

Romaine, S. (1989). Bilingualism. Basil Blackwell Ltd.

Spolsky, B. (1998). Sociolinguistics . Oxford: Oxford University Press.

Trudgill, P. (1974). Sociolinguistics: An Introduction. Penguin Books, Harmondsworth.

Wardhaugh, R. (1992)(2nd ed.). An Introduction to Sociolinguistics. Blackwell.



Semestre : 6

Unité d’enseignement : Etude de la langue

Matière : Linguistique

Crédits : 4

Coefficient : 3



Sur la base de ce que l’étudiant a appris en linguistique générale du S1 au S4, ensuite en

S5, il devra avoir acquis à la fin du S6 des connaissances approfondies en

psycholinguistique.



L’étudiant en S6 doit avoir des connaissances d’ordre général : ce qu’est la langue, la

linguistique et les différents niveaux linguistiques + quelques théories et applications +

connaissances acquises en S5 (sociolinguistique).


- Psychologie of language or Psycholinguistics

- Language and thought

- Language comprehension / Production

- What is Applied linguistics ?

- Language Acquisition ( 1st ; 2nd)

- Language disorders


50% contrôle continu (+ test) – 50% examen



1. Crystal, David,(1985), “An Introduction to Linguistics”, Penguin books, Great Britain, 276pp 2. Crystal, David, (2003), “ A Dictionary of Linguistics and Phonetics”, Blackwell publishing, U.S.A, 508pp 3. Hornby, A.S.,(2000), “Oxford Advanced Learner’s Dictionary”, 6th Edition, Oxford University Press ,Great Britain ,1600pp 4. Lyons, John, (1983), “New Horizons in Linguistics”, Pelican Books, Great Britain , 365pp 5.Miiller. M(1871) in Fromkin Victoria and Rodman, Robert,(1978),

“An Introduction to Language”, 2nd edition, Holt, Rimehart and Winston, USA, 620pp

6. Aitchison, Jean. (1998). The Articulate Mammal: An Introduction to

Psycholinguistics. Routledge.

Semestre: 5

Unité d’enseignement : unité fondamentale étude de la langue

Matière : Study of literary texts

Crédits : 4



Coefficient : 3



A good knowledge about important novelists and poets belonging to different eras,

plus an understanding of concepts in english literature



The beginning of literature

The different movements in English literature

Some plays, poems and short stories


Major issues in english literature ; british/american/black American

literatur

Movements in literature

Critical readings in literature

An enlarged proficiency in recognizing analytical forms.

Increase familiarity wih reading novels

Interpreting novels through the cinematographic approach

Critical concepts in literature: style, analysis, parody, intertextuality


Workshops

Oral performances

Written examinations



-The Northon anthology of English literature

The new Cambridge bibliography of English literature

A literature of their own: british Women novelistsfrom Bronte to Lessing

Livres et polycopiés

Analysing english poetry : Pr Serir Ilhem: edition dar Adib Oran

Romantic Poetry for Analysis : Pr Serir Ilhem: edition dar homa Alger 2014



Semestre : 6

Unité d’enseignement : unité fondamentale

Matière : Study of literary texts

Crédits : 4

Coefficient : 3



A good reading to literary texts

A good analysis to literary texts

An acquisition to other levels of interpreting a piece of literature through its cultural ,

stylistic and linguistic levels



The students s hould have read main classics in english literature and should have acquired a good knowledge about the literary movements, the era, the writer, the style and the large dimensions of interpretation in literature Contenu de la matière :

English literature from 19th through today

Today English literature

Naturalism and realism

From local to global literature

From classics to more contemporary texts

Post Modern novels

Sea of trees; james Russel


Test

exam

Références bibliographiques (Livres et polycopiés, sites internet, etc) Google books JSTOR Articles Cliffnotes



Semestre : 5

Unité d’enseignement : Méthodologie Matière : Research Techniques Crédits : 4 Coefficient : 2

Objectifs de l’enseignement:

- Introducing research terminology.

- Helping the learners to undertake research

Connaissances préalables recommandées:

- Language mastery

Contenu de la matière:

- Research methods

- The choice of the research topic

- Sources of data

Mode d’évaluation:

- Written examination

Références:

- Brown, James Dean. Understanding Research in Second Language Learning.

Cambridge: CUP. 1988.

- Cohen, Louis, Manion, Lawrence, and Morrison, Keith. Research Methods in

Education. New York: Routledge. 2007.

- Johnstone, Barbara. Qualitative Methods in Sociolinguistics. Oxford: Oxford

University Press. 2000.



Semestre : 6

Unité d’enseignement : Methodologie Matière : Research Techniques Crédits : 4 Coefficient : 2

Objectifs de l’enseignement:

- Introducing research terminology.

- Helping the learners to undertake research

Connaissances préalables recommandées:

- Language mastery

Contenu de la matière:

- Data collection

- Data analysis

- Thesis writing

Mode d’évaluation:

- Written examination

Références:

- Brown, James Dean. Understanding Research in Second Language Learning.

Cambridge: CUP. 1988.

- Cohen, Louis, Manion, Lawrence, and Morrison, Keith. Research Methods in

Education. New York: Routledge. 2007.

- Johnstone, Barbara. Qualitative Methods in Sociolinguistics. Oxford: Oxford

University Press. 2000.

Semestre : 5

Unité d’enseignement :UED

Matière : Cognitive Psychology / Communication Sciences

Crédits : 2

Coefficient : 1




Through Cognitive psychologycourse students will learn about information storing

process, tracking how people think, perceive, remember and learn. They also study

decision-making and problem-solving techniques


Students must demonstrate particular and developed interest in the field.


1-Introduction

-Introduction to Cognitive Psychology

- History

- A brief introduction to neuroscience

2-Basic Processes

-Perception

- Attention

- Short term memory

-Long term memory


Evaluation is achieved through both:

-Formative evaluation where students are assessed for their participation and project

presentation

-Summative evaluation where students are assessed through a semester final written

exam


1- Gobet, F., Chassy, P., &Bilalić, M. (2011).Foundations of cognitive psychology.New York, NY: McGraw Hill.

2- Daniel J. Levitin.(2002). Foundations of Cognitive Psychology: CoreReadings. Cambridge :The MIT Press

3- Robert J. Sternberg. (2009).Cognitive Psychology.Australia: Wadsworth, CengageLearning

Semestre : 6

Unité d’enseignement :UED

Matière : Cognitive Psychology/ Communication Sciences

Crédits :2

Coefficient :1


Through Cognitive psychologycourse students will learn about information storing

process, tracking how people think, perceive, remember and learn. They also study



decision-making and problem-solving techniques


Students must demonstrate particular and developed interest in the field.


1- Complex Cognition

- Concepts and formations

- Language

- Reasoning and Decision Making

- Problem Solving

- Expertise

- Creativity

- Emotion and Cognition

2- Communication science

- Theoretical and practical foundation

- understanding the development process

-Development experience


Evaluation is achieved through both:

-Formative evaluation where students are assessed for their participation and project

presentation

-Summative evaluation where students are assessed through a semester final written

exam

Références bibliographiques(

1- Gobet, F., Chassy, P., &Bilalić, M. (2011).Foundations of cognitive psychology.New York, NY: McGraw Hill.

2- Daniel J. Levitin. (2002). Foundations of Cognitive Psychology: Core Readings. Cambridge : The MIT Press 3- Robert J. Sternberg. (2009). Cognitive Psychology. Australia: Wadsworth, Cengage Learning

Semestre : 5


Matière : Translation & Interpreting

Crédits :2

Coefficient :2





A l’issue de cette matière,les étudiantsinitiés aux techniques de l’interprétation

simultanée et consécutive seront capables :

- D’assurer à un niveau acceptable l’interprétation simultanée ou consécutive

dans le milieu social et /ou professionnel ;

- De réfléchir sur leurs compétences linguistiques (dans les deux langues) dans

une optique comparative



Justifier d’un bon niveau de l’expression orale en arabe et en anglais.


Introduction aux théories de línterprétation(cours magistral) : notions

générales sur les différents modèles de línterprétation, capacités cognitives et

communicatives chez línterprète, fonctionnement de la mémoire.

Techniques et exercices d’interprétation(TD) :

•Exercices de prise de notes et d’expression orale

•Traduction à vue (sight translation)

•Rappel oral

•Interprétation consécutive

•Technique de L’écho

•Interprétation simultanée

•Unités de notation


Contrôle continu : au moins 4 prestations dínterprétation consécutive dún discours de 2 minutes par paire de langues. Examen écrit : portant sur les théories de l’interprétation (durée : 2 heures) 1.



Semestre : 6


Matière : Translation & Interpreting

Crédits :2

Coefficient :2



A l’issue de cette matière,les étudiantsinitiés aux techniques de l’interprétation

simultanée et consécutive seront capables :

- D’assurer à un niveau acceptable l’interprétation simultanée ou consécutive

dans le milieu social et /ou professionnel ;

- De réfléchir sur leurs compétences linguistiques (dans les deux langues) dans

une optique comparative



Justifier d’un bon niveau de l’expression orale en arabe et en anglais.


Introduction aux théories de línterprétation(cours magistral) : notions

générales sur les différents modèles de línterprétation, capacités cognitives et

communicatives chez línterprète, fonctionnement de la mémoire.

Techniques et exercices d’interprétation(TD) :

•Exercices de prise de notes et d’expression orale

•Traduction à vue (sight translation)

•Rappel oral

•Interprétation consécutive

•Technique de L’écho

•Interprétation simultanée

•Unités de notation


Contrôle continu : au moins 4 prestations dínterprétation consécutive dún discours de 2 minutes par paire de langues. Examen écrit : portant sur les théories de l’interprétation (durée : 2 heures)

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