Listening & Speaking 1

Course Specification - Institution: King Saud University - College/Department: Languages and Translation - Department of English Language and Translation A- Course Identification and General Information 1. Course title and code: Listening and Speaking 1 114 LANE 2. Credit hours: 3 3. Program(s) in which the course is offered: Department of English Language and Translation (If general elective available in many programs indicate this rather than list programs) 4. Name of faculty member responsible for the course: To be specified at the beginning of each term 5. Level/year at which this course is offered: Three 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. By the end of the course, students should achieve the following: • Know about how to infer main ideas • Know about how to Identify illocutionary forces • Know about how to retain and retrieve information from taped material • Know about how to manage to maintain an audience’s interest and attention • Know about how to respect the principles of politeness • Know about how to recognize and use suprasegmental phonemes while listening and speaking 2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field) • Using useful authentic listening/speaking material from YouTube, Facebook, Twitter • Consulting new research in speaking and listening C. Course Description (Note: General description in the form to be used for the Bulletin or Handbook should be attached) The listening component of the course is designed to teach students suprasegmental units such as stress, intonation, tone, rhythm, and rate, and their importance in meaning assignment. Since listening is meant for prospective interpreters and translators, students are trained to pay attention to what they listen to, to practice quick storage of language and content in memory, and to exhibit speed in message retrieval. The speaking component is designed to get students to develop their ability to speak fluently and pay special attention to improving their pronunciation and to expanding their active vocabulary through use. 1 Topics to be Covered Topic No of Weeks Contact hours Education and Student Life 1 ½ 4H30 City Life 1 ½ 4H30 Business and Money 1 ½ 4H30 Jobs and Professions 1 ½ 4H30 Lifestyles around the World 1 3 Global Connections 1 3 Language and Communication 1 3 Tastes and Preferences 1 3 New Frontiers 1 3 Medicine, Myths, and Magic 1 3 The Media 1 3 With Liberty and Justice to All 1 2 2 Course components (total contact hours per semester): Lecture: 45 hours Tutorial: None Practical/Fieldwork/Internship: Other: 4 exams 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): Four hours per week throughout the semester 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: Students are expected to know: • How to infer main ideas • How to Identify illocutionary forces • How to retain and retrieve information from taped material • How to manage to maintain an audience’s interest and attention • How to respect the principles of politeness • How to recognize and use suprasegmental phonemes while listening and speaking (ii) Teaching strategies to be used to develop that knowledge: • Collaborative/Cooperative Learning in which students speak and listen to each other in class discussion (iii) Methods of assessment of knowledge acquired • Midterm tests • Classroom participation • Final exam b. Cognitive Skills (i) Cognitive skills to be developed • Types of thinking, especially inductive and deductive • Short and long-term memory for meaning of lexical items and use of grammar • Capacity for planning and organization of speech • Processing speed • Auditory processing • Attention (ii) Teaching strategies to be used to develop these cognitive skills • Drawing students attention to careful listening/speaking and reflection • Making sure that lexical meanings and grammatical rules are retrieved from long-term memory, and fine-tuning them in listening/speaking (iii) Methods of assessment of students cognitive skills • Exams • Class discussion • Group discussions and assignments c. Interpersonal Skills and Responsibility Description of the interpersonal skills and capacity to carry responsibility to be developed • Students should complete and hand in their assignments in due time • Students should participate in classroom discussions, and learn how to respect the other’s opinion in discussion • Students should evaluate their classmates' presentations without being aggressive or inconsiderate (ii) Teaching strategies to be used to develop these skills and abilities • Group assignments where much of the most effective learning comes from the student explaining, discussing and defending his own ideas • Teaching them techniques of listening and speaking to and respecting each other through monitoring class discussion • Teaching them how to be considerate to each other when addressing argumentative or sensitive issues (iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility • Team work reflecting the degree of collaboration among students • Students report on their individual works d. Communication, Information Technology and Numerical Skills (i) Description of the skills to be developed in this domain. • Ability to use software and Internet resources to retrieve, process, summarize, and present information • Ability to utilize communication devices with ease and confidence in oral and written tasks (ii) Teaching strategies to be used to develop these skills • Instructor shows students in practice how to use technology in class and also during office hours • Instructor shows students how to make use of materials on the web (iii) Methods of assessment of students numerical and communication skills Not applicable e. Psychomotor Skills (if applicable) (i) Description of the psychomotor skills to be developed and the level of performance required • Imitation • Articulation • Naturalization (iii) Teaching strategies to be used to develop these skills • The instructor demonstrates in front of students and asks them to repeat • The instructor makes sure that students articulate well and naturalize (iii) Methods of assessment of students psychomotor skills • Exams • Class discussion • Group discussions and assignments 5. Schedule of Assessment Tasks for Students During the Semester Assessment Assessment task (e.g. essay, test, group project, examination etc.) Week due Proportion of Final Assessment 1 1st in-term test 6 20% 2 2nd in-term test 12 20% 3 Classroom participation and homework assignments throughout the semester 20% 4 Final exam 15 40% 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) Eight office hours per week E. Learning Resources 1. Required Text(s): Interactions 2 / Listening/Speaking/ 4th Edition 2. Essential References : Jack C. Richards (2008). Teaching Listening and Speaking: From Theory to Practice. Cambridge University Press. 3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List) None 4-.Electronic Materials, Web Sites, etc. 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 (i.e. number of seats in classrooms and laboratories, extent of computer access etc.) 1. Accommodation (Lecture rooms, laboratories, etc.): Suitable classroom, smart-board, and computer lab 2. Computing resources - Laptop - projector 3. Other resources (specify , e.g. 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 Students are required to complete a questionnaire concerning the instructor's performance and the quality of the teaching-learning process. 2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department Administering an instructor-made survey of faculty 3 Processes for Improvement of Teaching • Sharing experiences with other faculty members. • Attending conferences and workshops on teaching methodologies and teaching quality. • Drawing upon feedback from students’ questionnaires in which they assess the instructor’s teaching quality and the methodologies he uses. • Reading recent research and injecting relevant content into the teaching-learning process. 4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent faculty member of a sample of students work, periodic exchange and remarking of a sample of assignments with a faculty member in another institution) • An independent faculty member checks marking of a sample of students’ work. • Students who believe they are undergraded can have their papers checked by a second reader. 5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement. The process of evaluating course effectiveness and further improvement involves three stages: • Good planning and review of course objectives, content, and students’ levels, • Addressing shortcomings and points of difficulty in the course taught in the previous semester based on the student’s feedback and the students’ official results (i.e. A+, A, B+, B … etc.) • Rethinking and redesigning the course in light of those results then implementing the necessary changes Course Specification - Institution: King Saud University - College/Department: Languages and Translation - Department of English Language and Translation A- Course Identification and General Information 1. Course title and code: Listening and Speaking 1 114 LANE 2. Credit hours: 3 3. Program(s) in which the course is offered: Department of English Language and Translation (If general elective available in many programs indicate this rather than list programs) 4. Name of faculty member responsible for the course: To be specified at the beginning of each term 5. Level/year at which this course is offered: Three 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. By the end of the course, students should achieve the following: • Know about how to infer main ideas • Know about how to Identify illocutionary forces • Know about how to retain and retrieve information from taped material • Know about how to manage to maintain an audience’s interest and attention • Know about how to respect the principles of politeness • Know about how to recognize and use suprasegmental phonemes while listening and speaking 2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field) • Using useful authentic listening/speaking material from YouTube, Facebook, Twitter • Consulting new research in speaking and listening C. Course Description (Note: General description in the form to be used for the Bulletin or Handbook should be attached) The listening component of the course is designed to teach students suprasegmental units such as stress, intonation, tone, rhythm, and rate, and their importance in meaning assignment. Since listening is meant for prospective interpreters and translators, students are trained to pay attention to what they listen to, to practice quick storage of language and content in memory, and to exhibit speed in message retrieval. The speaking component is designed to get students to develop their ability to speak fluently and pay special attention to improving their pronunciation and to expanding their active vocabulary through use. 1 Topics to be Covered Topic No of Weeks Contact hours Education and Student Life 1 ½ 4H30 City Life 1 ½ 4H30 Business and Money 1 ½ 4H30 Jobs and Professions 1 ½ 4H30 Lifestyles around the World 1 3 Global Connections 1 3 Language and Communication 1 3 Tastes and Preferences 1 3 New Frontiers 1 3 Medicine, Myths, and Magic 1 3 The Media 1 3 With Liberty and Justice to All 1 2 2 Course components (total contact hours per semester): Lecture: 45 hours Tutorial: None Practical/Fieldwork/Internship: Other: 4 exams 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): Four hours per week throughout the semester 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: Students are expected to know: • How to infer main ideas • How to Identify illocutionary forces • How to retain and retrieve information from taped material • How to manage to maintain an audience’s interest and attention • How to respect the principles of politeness • How to recognize and use suprasegmental phonemes while listening and speaking (ii) Teaching strategies to be used to develop that knowledge: • Collaborative/Cooperative Learning in which students speak and listen to each other in class discussion (iii) Methods of assessment of knowledge acquired • Midterm tests • Classroom participation • Final exam b. Cognitive Skills (i) Cognitive skills to be developed • Types of thinking, especially inductive and deductive • Short and long-term memory for meaning of lexical items and use of grammar • Capacity for planning and organization of speech • Processing speed • Auditory processing • Attention (ii) Teaching strategies to be used to develop these cognitive skills • Drawing students attention to careful listening/speaking and reflection • Making sure that lexical meanings and grammatical rules are retrieved from long-term memory, and fine-tuning them in listening/speaking (iii) Methods of assessment of students cognitive skills • Exams • Class discussion • Group discussions and assignments c. Interpersonal Skills and Responsibility Description of the interpersonal skills and capacity to carry responsibility to be developed • Students should complete and hand in their assignments in due time • Students should participate in classroom discussions, and learn how to respect the other’s opinion in discussion • Students should evaluate their classmates' presentations without being aggressive or inconsiderate (ii) Teaching strategies to be used to develop these skills and abilities • Group assignments where much of the most effective learning comes from the student explaining, discussing and defending his own ideas • Teaching them techniques of listening and speaking to and respecting each other through monitoring class discussion • Teaching them how to be considerate to each other when addressing argumentative or sensitive issues (iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility • Team work reflecting the degree of collaboration among students • Students report on their individual works d. Communication, Information Technology and Numerical Skills (i) Description of the skills to be developed in this domain. • Ability to use software and Internet resources to retrieve, process, summarize, and present information • Ability to utilize communication devices with ease and confidence in oral and written tasks (ii) Teaching strategies to be used to develop these skills • Instructor shows students in practice how to use technology in class and also during office hours • Instructor shows students how to make use of materials on the web (iii) Methods of assessment of students numerical and communication skills Not applicable e. Psychomotor Skills (if applicable) (i) Description of the psychomotor skills to be developed and the level of performance required • Imitation • Articulation • Naturalization (iii) Teaching strategies to be used to develop these skills • The instructor demonstrates in front of students and asks them to repeat • The instructor makes sure that students articulate well and naturalize (iii) Methods of assessment of students psychomotor skills • Exams • Class discussion • Group discussions and assignments 5. Schedule of Assessment Tasks for Students During the Semester Assessment Assessment task (e.g. essay, test, group project, examination etc.) Week due Proportion of Final Assessment 1 1st in-term test 6 20% 2 2nd in-term test 12 20% 3 Classroom participation and homework assignments throughout the semester 20% 4 Final exam 15 40% 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) Eight office hours per week E. Learning Resources 1. Required Text(s): Interactions 2 / Listening/Speaking/ 4th Edition 2. Essential References : Jack C. Richards (2008). Teaching Listening and Speaking: From Theory to Practice. Cambridge University Press. 3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List) None 4-.Electronic Materials, Web Sites, etc. 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 (i.e. number of seats in classrooms and laboratories, extent of computer access etc.) 1. Accommodation (Lecture rooms, laboratories, etc.): Suitable classroom, smart-board, and computer lab 2. Computing resources - Laptop - projector 3. Other resources (specify , e.g. 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 Students are required to complete a questionnaire concerning the instructor's performance and the quality of the teaching-learning process. 2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department Administering an instructor-made survey of faculty 3 Processes for Improvement of Teaching • Sharing experiences with other faculty members. • Attending conferences and workshops on teaching methodologies and teaching quality. • Drawing upon feedback from students’ questionnaires in which they assess the instructor’s teaching quality and the methodologies he uses. • Reading recent research and injecting relevant content into the teaching-learning process. 4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent faculty member of a sample of students work, periodic exchange and remarking of a sample of assignments with a faculty member in another institution) • An independent faculty member checks marking of a sample of students’ work. • Students who believe they are undergraded can have their papers checked by a second reader. 5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement. The process of evaluating course effectiveness and further improvement involves three stages: • Good planning and review of course objectives, content, and students’ levels, • Addressing shortcomings and points of difficulty in the course taught in the previous semester based on the student’s feedback and the students’ official results (i.e. A+, A, B+, B … etc.) • Rethinking and redesigning the course in light of those results then implementing the necessary changes