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Course Specification

 

Institution: KING SAUD UNIVERSITY                

College/Department : College of Languages and Translation / Language Unit

A. Course Identification and General Information

1.  Course title and code: English 123

2.  Credit hours: 3 per week

 

3.  Program(s) in which the course is offered.

(If general elective available in many programs indicate this rather than list programs):

It is a compulsory single-semester general skills course in English offered to students of the College of Architecture 

 

4.  Name of faculty member responsible for the course:

    Muhammad Goudah  (Course Instructor)

   Saleh Al-Qahtani        (Course Co-ordinator)

5.  Level/year at which this course is offered:

    A first year undergraduate level course

 

6.  Pre-requisites for this course (if any):

     None 

 

7.  Co-requisites for this course (if any):

      None.

 

8.  Location if not on main campus:

 

Main campus

 

 

 

 

 

B.  Objectives 

1.  Summary of the main learning outcomes for students enrolled in the course.

     The course is intended to equip the students with reasonable skills necessary for successful communication in both oral and written forms of the language. At the end of the course, students are expected to acquire the sub-skills such as reading or listening for gist or specific information, and use vocabulary in a meaningful context.

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

    (a) Encourage students to use the teachers’ websites for reference material and useful exercises.

    (b) Exploring new teaching methodologies that vary according to the topic selected for instruction every year.

    (c) Use of workbook and teacher’s book for canonical and sub-canonical texts on the skills.

C.  Course Description (Note:  General description in the form to be used for the Bulletin or Handbook should be attached)

 

 

1 Topics to be Covered

 

List of Topics

No of

Weeks

Contact hours

 

UNIT 1 – a, an; the verb to be ; ordinal / cardinal numbers; introducing people;  asking for personal information; talking about landmarks.

 

Weeks 1 & 2

 

3 hrs./wk

 

UNIT 2: the verb have (got); the verb can (ability, polite requests), people’s appearances, likes / dislikes; colours; Culture point – people around the world.

 

 

Week  3

 

 

3 hrs.

 

UNIT 3: uses of ‘there is’, ‘there are; ‘this/these – that/those; ‘plurals (-s, -es); prepositions of place; describing a house/flat, asking for and giving addresses and phone numbers; Culture point - houses around the world.

 

Week  4

 

3 hrs

 

UNIT 4: possessive case; possessive adjectives/pronouns; whose/who’s; present simple; family relationships; free-time activities; days of the week; letters to pen-friends; talking about a person; identifying people.

 

Weeks  5 & 6

 

3

hrs/ wk

 

UNIT 5: adverbs of frequency; prepositions of time; daily routines; telling the time; months.

 

Week  7

 

3 hrs.

 

UNIT 7: present continuous; present continuous vs present simple; weather conditions / climate, clothes; writings to friends while on holiday.

 

Weeks  8 & 9

 

3 hrs/wk

 

UNIT 8: plurals; countable / uncountable nouns; a / an / some; how much / how many; a few / a little; some / any; types of food / meals; restaurants; offering / ordering food at a restaurant; accepting / refusing orders;

 

Week  10

 

3 hrs.

 

UNIT 9: was / were, had, could; prepositions of place; places, buildings in a town; abilities; talking about changes in place; talking about past abilities; asking for information; giving directions

 

Week 11

 

3 hrs.

 

UNIT 10: past simple; asking questions; famous people and their achievements; full dates; asking personal questions about the recent past.

 

Week 12

 

3 hrs.

 

UNIT 11: past simple; joining sentences; prepositions of movement; adjectives / adverbs; feelings and reactions; sequence of events.

 

Week  13

 

3 hrs.

 

UNIT 12: comparisons; quite, too, very much; towns, cities, transport, holidays; geography quiz; deciding on a hotel; making comments, making suggestions; description of your town.

 

Weeks  14 & 15

 

3

hrs/ wk

 

 

 

2 Course components (total contact hours per semester):                           

Lecture: 45 hours

Tutorial: None

Laboratory: None

Practical/Field work/Internship: None

Other:

None

 

 

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

   7 hours per week.

 

 

 

4. Development of Learning Outcomes in Domains of Learning 

For each of the domains of learning shown below indicate:

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

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

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

a.  Knowledge

(i) Description of the knowledge to be acquired:

   With the completion of the course, learners should be able to …

(a)    inculcate and develop the habit of reading English texts, mostly at the general level.

(b)    develop general lexical skills.

(c)    identify and write simple sentences and develop writing skills with special reference to spelling and writing short sentences.

(d)    expand general listening / speaking skills.

(e)     at home with simple sentence structures and common English tenses.

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

(a)    Lectures

(b)    Class discussion

(c)    Close reading and text analysis

(d)    Collaborative learning / pair work / group work

(e)     Assignments

(iii) Methods of assessment of knowledge acquired:

(a)    Class participation

(b)    Quizzes

(c)    Midterms

(d)     End of semester exam

b.  Cognitive Skills

(i) Description of cognitive skills to be developed:

(a)    The ability to read simple authentic texts for gist or for specific information.

(b)    The ability to use language related to topics of general interest.

(c)    The ability to remember common and core vocabulary items as parts of expressions with regard to everyday experiences.

(d)    The ability to communicate meaningfully in real life situations.

(e)     The ability to write letters and short paragraphs.

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

(a)    Lectures / teaching students how to read attentively, understand clearly, and use vocabulary in a     meaningful context, reinforcing students’ understanding of grammar items through grammar exercises, teaching collocations.

(b)    Class discussions / teaching a range of activities leading to free use of grammar items in genuine language tasks.

(c)     Meeting individual students during office hours to solve their problems related to language learning , and encourage them to enjoy learning the new language.

(iii) Methods of assessment of students cognitive skills:

(a)    Class participation

(b)    Midterms and exams

(c)     Assignments

c. Interpersonal Skills and Responsibility

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

  (a) Students can complete both reading and writing exercises in due time.

   (b) Students can participate in communicative situations.

 (c) Students can act responsibly and ethically in carrying out individual as well as group assignments.

 

 (d) Students have the necessary skills to communicate, listen, read, and evaluate their strengths and weaknesses in the process of language learning.

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

(a)    Lectures in which students are made to understand the necessity of second language acquisition, and instructed to learn and build up their language skills.

(b)    Discussions with students motivating them to make maximum use of the course book.

(c)    Individual counselling on various assignments and class works.

(d)     Group assignments where much of the most effective learning comes from the student discussing and explaining his own answers to the texts and exercises with his peers.

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

(a)    Active class participation reflects the students’ ability to keep up with his learning schedule.

(b)    Performance on midterms and final exams are evidence of the students’ ability to recollect and analyse information.

(c)     Instructor’s assessment of student’s performance and seriousness.

d.   Communication, Information Technology and Numerical Skills

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

(a)    Use of Web CT to download exercises and assignments.

(b)     Use of projector systems..

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

(a)    Encourage students to make extensive use of material on the web.

(b)    Encourage students to consult the specialist in the computer lab for help on web-based material.

(c)     Demand the use of Power Point when giving presentations.

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

 (a) Allot marks to encourage students for the use of web-based material.

e.  Psychomotor Skills (if applicable)

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

 NOT APPLICABLE

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

NOT APPLICABLE

(iii) Methods of assessment of students psychomotor skills:

NOT APPLICABLE

 

 

5. Schedule of Assessment Tasks for Students During the Semester

 

 

Assessment

 

Assessment task  (eg. essay, test, group project, examination etc.)

 

Week due

Proportion of Final Assessment

 

1

 

1st midterm

Middle of term

 

20%

 

2

 

Participation

 

All Along

 

10%

 

3

 

2nd midterm

 

Week 14

 

20%

 

4

 

Final

 

Week 16

 

50%

 

5

 

 

 

 

6

 

 

 

 

7

 

 

 

 

8

 

 

 

 

 

 

 

D.  Student Support

 

1. Arrangements  for availability of faculty for individual student consultations and academic advice. (include amount of time faculty are available each week)

 

10 hours per week

 

 

E.   Learning Resources

 

 

1. Required Text(s):

 

(a)    Virginia Evans / Jenny Dooley, 2008, Enterprise 1- Beginner Course book, Express    Publishing, London.

(b)     Virginia Evans / Jenny Dooley, 2008, Enterprise 1- Beginner Workbook, Express    Publishing, London.

2. Essential References:

  None

3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List):

   None

4.Electronic Materials, Web Sites etc

 http: //www.expresspublishing.co.uk

 

5- Other learning material such as computer-based programs/CD, professional standards/regulations:

   

    None

 

F. Facilities Required

 

Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in classrooms and laboratories, extent of computer access etc.)

 

1.  Accommodation (Lecture rooms, laboratories, etc.):

 

  Lecture rooms are convenient for the students enrolled in the course.

 

2. Computing resources:

 

    - Projector system

    - Internet access to students

3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach list):

 

None

 

 

 

 

 

 

 

 

G.   Course Evaluation and Improvement Processes

 

 

1. Strategies for Obtaining Student Feedback on Effectiveness of Teaching:

 

(a)    Midterm evaluation feedback to increase instructor’s awareness of the weak and strong points of the class.

(b)   End-of-term debriefing in class of students and teachers regarding what went well and what could have gone better.

 

2. Other Strategies for Evaluation of Teaching by the Instructor or by the Department:

 

(a)    Peer evaluation to assess ability of faculty members to work with their colleagues.

(b)   Class observations by the Coordinator.

 

3. Processes for Improvement of Teaching:

 

(a)    Training Sessions

(b)    Workshops to facilitate the exchange of experiences amongst faculty members.

(c)    Regular meetings where problems are discussed and solutions given.

(d)    Encouragement of faculty members to attend professional development conferences.

(e)    Discussion of challenges in the classroom with colleagues and coordinators.

(f)     Keep up to date with pedagogical theory and practice.

(g)     Set goals for achieving excellence in teaching at the beginning of each new semester after reviewing last semester’s teaching strategies and results.

 

4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent faculty member of a sample of student work, periodic exchange and remarking of a sample of assignments with a faculty member in another institution):

 

(a) Check marking of a sample of examination papers by a faculty member.

(b) Students who believe they are under graded can have their papers checked by a second reader.

 

5.  Describe the  planning arrangements for periodically reviewing course effectiveness and planning for   improvement:.

  

(a)    Constant comparison of syllabi and course description with other universities (including those on the net).

(b)    Biannual meetings of faculty members to discuss improvement.

(c)    Have a curriculum review committee to review the curriculum periodically and suggest improvements.

 

 

 

 

 

 

 

Course description

 

318 TRANSLATION IN THE FIELD

OF COMPUTER SCIENCE

I-Course Objectives:

     1-  This translation course aims at making students in the field of Computer

           Science aware of the delicate and complex interaction among the basic

            three criteria of translation, the semantic relations involved, and the

            linguistic devices and techniques used by translators in order to achieve

            the most natural language forms or texts.

 

2-      The course attempts to make students aware of the often-observed discrepancy or gap among the criterion of accuracy, on the one hand, and  the overriding criterion of naturalness, on the other.  Many examples will

       be given to students to substantiate this point and to train them on ways

       and techniques of creating the most natural translation. 

   

3-      The course attempts to make students aware of the fact that there are so

many variables involved in translation: cognitive, linguistic, semantic,

and stylistic variables. For example, students may assume that there is a

one-to-one correspondence between English and Arabic forms and

 “meanings”. With this assumption in mind, they are likely to opt for a

             literal or a semi-literal translation of English texts thinking that they are

 this way “faithful to the surface meanings reflected in the forms of the

 English text”. This assumption is wrong or misleading because literal or

             semi-literal translations typically fail to produce satisfactory translations;

             i.e. clear and natural translations. Thus the following literal translations

             are not clear or natural translations in the context of Computer Science:

 

 

           (1-a) acquisition     استحواذ ، اكتساب

                 (2-a) bugs    شوائب

                 (3-a) compiler  راكم

 

A functional translation – rather than a literal one- will produce clearer and more natural forms.  Thus, the English computer terms above are perceived

      as clearer and more natural if rendered into:

    

 

    

                 (1-b) acquisition        التقاط (نص أو صورة)

                 (2-b) bugs              عيوب أو مشاكل برمجية

                  (3-b) compiler                   مترجم البرامج (إلي لغة الحاسب) 

 

   

     The course introduces learners and trains them on the technique of

     double clarification in cases where vagueness of computer terms

     cannot be resolved by mentioning one equivalent term in Arabic. For

     example, the term compiler is still vague if rendered into راكم  or  مراكم

      or even if a functional translation is given as in example (3-b) above;

      therefore, it can be made clearer through the use of the double

      clarification technique. The course does not limit itself to translation issues

      on only the word level (as shown on the few examples above), but goes

      beyond this to translation issues and problems on the text level.  Again,

      the aim is to train students on techniques of producing Arabic texts that

      maintain a delicate balance among the three criteria of translation and

      creating translations that are as clear and natural as possible.

           

II- Teaching-Learning Materials:

      A collection of excerpts taken from the following basic books on Computer

      Science:

                     (1) How Computers work

    Author:   

(2)   Building-Up Your Own PC

     Author:

      The materials mainly cover points pertaining to computer components, how

      such components work or function, how software interacts with the hardware

      and some of the basic logical and mathematical processes involved in

      computing.

          

    III- Teaching Method:

1-      Students should be able to define concepts of translation given in the lecture notes and elaborated on in class. Any definition must be supported by at least three different examples.

2-      Students should be involved from the very beginning of classes in the process of categorizing and explaining computer terms that relate to the following points:

 

(a)               The three criteria of translation: accuracy, clarity, and

             naturalness; and techniques of enhancing clarity and 

             naturalness.

(b)               The semantic relations involved in the translation of computer

             terms: generalization, hyponymy, particularization, ellipsis,

             addition, and use of loan-words.

         

                  

                  Words are initially translated literally, and this will yield,

                  in most cases, forms that are accurate but lack clarity and/ or

                  naturalness. Then, synonyms are explored with the aim of exploring

                  the form that is accepted as the clearest and more natural form in

                  Arabic.  If this is still deficient, then the translator should also explore

                  the possibility of using other techniques ( for instance, double

                  clarification, or the use of loan words). For example, the common

                  word internet has the following unnatural form الشبكــة العالميــة , or even

                  الشبكة العنكبوتية.  The former Arabic translated form maintains the

                  criterion of accuracy but it still does not sound as natural as the

                  form   الانترنت  in spite of  the fact that انترنت  is a loan word. The latter

                  form الشبكة العنكبوتية   is even less natural.  Similarly, the computer term

                  cluster has the literal equivalent form عنقود, but this form does not

                  sound natural in the context of Computer Science, and the translator

                  cannot even produce a natural computer term for it in Arabic.  In

                  such difficult cases, the translator should at least be clear, and the

                  technique of double or even triple clarification can be used: cluster

                  عنقود, cluster عنقود (الجزء المنطقي الأصغر بالقرص).

                  

                  In order to study and prepare well for points (a) and (b), each student

                  should devise his own list in which he categorizes translation problems

                  and data into categories.  Analysis and comments can follow such

                  categorization.

        -IV-             Grade Distribution:

20        marks for 1st in-term test

25   marks for 2nd in-term test

05         marks for attendance & homework

                                   50   marks for final exam

              

 
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