College of Arts and Science
Outcomes Based Syllabus in Subject
Introduction to Linguistics
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Course Name Introduction to Linguistics
Course Credits 3 units
Course Description Introduction to Linguistics is a 3-unit course that aims to provide fundamental concepts to students on the different components of
Linguistics and its theories on language teaching and learning.
Contact Hours/Week 3 hours/week
Prerequisite N/A
Course Outcomes In the context of the specific field of specialization, the students will be able to:
1. demonstrate understanding of the characteristics of language from the structuralist, transformationalist, functionalist and
interactionist views;
2. conduct critical discourse analysis according to the linguistic facets, i.e., phonology, morphology, syntax, semantics and pragmatics;
3. draw implications of the theories of psycholinguistics (cognitivists), sociolinguistics (behaviorists)and Krashen’s Monitor Model to
language teaching and learning; and
4. apply concepts and principles of language learning, teaching, and language use in specific contexts for language acquisition and
learning.
Course Objective Summative Assessment Tasks Details
Demonstrate understanding of the characteristics of Local Knowledge-based Language Research As an application of the course’s introduction to
language from the structuralist, transformationalist, language characteristics and structure, and in line with
functionalist and interactionist views the research competencies developed through the K to
12 program, the students are required to produce
Conduct critical discourse analysis according to the language research papers with integration of knowledge
linguistic facets, i.e., phonology, morphology, syntax, on local linguistic phenomena. The research shall be
semantics and pragmatics assessed according to the institution’s required writing
format.
Draw implications of the theories of psycholinguistics • Learning Plan In line with the language competencies implemented by
(cognitivists), sociolinguistics (behaviorists) and the K to 12 program, the students are to design learning
Krashen’s Monitor Model to language teaching and • Language Tutorial Extension Program plans for chosen topics of ESL. The design and
learning
Apply concepts and principles of language learning, compilation shall focus on teaching-learning strategies
teaching, and language use in specific contexts for • Unit portfolio of language learning strategies and assessment tools, with evidence of applying the
language acquisition and learning and assessment tools implications of language learning theories. The portfolio
must contain the following parts:
• Cover Page
• Table of Contents
• Discussion of Language learning theories
• Learning Plan
• Documented demonstration of instructional
strategy and assessment
• Compilation of assessment tools
• Compilation of learner’s output
• Analysis on the learning outcome
• Reflection on the theory integration process
Learning Plan
Desired Course Content References Teaching and Assessment Task (AT) Resource Time Table
Learning Learning Materials (17
Outcomes Activities weeks
(DLO) (TLAs) / 51
hours)
Weeks 1-2
Course Outcome 1: Demonstrate understanding of the characteristics of language from the structuralist, transformationalist, functionalist and interactionist views
Unit Topic: Language- Definition and Characteristics
Explain the A. Definition of Language Halliday, M.A.K. (2003) On language and A. Lecture Quizzes Reference 2
main Linguistics. Great Britain. MPG Books Ltd. book, hours
characteristi Bodmin, Cornwall handouts,
cs of human power point
languages https:/linguistics.ucla.edu>ling-intro presentation
Analyze B. Characteristics of Halliday, M.A.K. (2003) On language and B. Lecture Quiz bee Reference book, 4
local Language according to Linguistics. Great Britain. MPG Books Ltd. and handouts, power hours
language- various views: Bodmin, Cornwall situation Proposal for local- point
related al based language presentation
phenomena 1. Structuralist View https:/linguistics.ucla.edu>ling-intro analysis research
using the
terminology 2. Transformalist View
and theories
3. Functionalist View
of various
views 4. Interactionist View
Weeks 3-10
Course Outcome 2: Conduct critical discourse analysis according to the linguistic facets, i.e., phonology, morphology, syntax, semantics and pragmatics
Deconstruct A. Definition and scope of Jackson, H. (2007) Key Terms in Linguistics. Great A. Lecture Drills Reference 1 hour
systematic Linguistics Britain: Athenaeum Press Ltd, Gateshead, Tyne & book, 7
units of Wear. B. Transcription Quizzes handouts, hours
encoded B. Phonology and graphing drafting
language 1. Phonemes B.1.-3. IPA Structural sheets,
2. Allophones transcription analysis of dictionary,
3. Vowels and Consonants B.4. Graphing data standardized
International Phonetic Silverman, D. (2006) A critical Introduction to of stress, collected IPA copy,
Alphabet Phonology. Great Britain. MPG Books Ltd, Bodmin, syllabication through power point
4. Suprasegmentals Cornwall. and local- presentation
(Pitch, Juncture, Stress, intonation based
Intonation) Moravcsick, E. (2006) An Introction to Syntax. language
Fundamentals of Syntactic Analysis. Great Britain. C. Word research 5
C. Morphology MPG Books Ltd. deconstructio hours
1. Morphemes n
a. Classifications (Root, C.1.
Stem, Word) https:/linguistics.ucla.edu>ling-intro Morpheme
b. Types (Free, Bound, classification
Inflectional, https://www.slideshare.net/mobile/thuatquangtri/rul C.2-3.
Derivational) es-of-word-stress-in-english-25008465 Dictionary
2. Word formation processes hunt 7
3. Morphophonemic process hours
https://www.slideshare.net/mobile/vanessaadriano/fi
D. Syntax nal-intonation-patterns-5540646
1. Syntactic Structures D. Lecture
a. Sentence Patterns D.1.a.
b. Phrases Identifying
2. Syntax Diagramming sentence
a. Constituents patterns
D.1.b.
Classifying
phrases
samples
D.2.
Demonstratio
n and
graphing of
syntax
diagram using
various
simple and
complex
sentence
patterns.
D.2.a.
Identifying
constituents
using
techniques
and sentence
patterns
Analyze the E. Semantics http://www.cambridge.org/hr/academic/subjects/lan E. Lectures and Semantic Reference 3
effect 1. Semantics used based on guages-linguistics/english-language-and-linguistics- sentence and book, hours
contextual structural analysis general-interest/cambridge-encyclopedia-language- construction pragmatic handouts,
and social 3rd-edition analysis of power point
dynamics in F. Pragmatics F. Lecture and data presentation 3
articulation 1. Speech Act Theory role playing collected hours
of ideas. 2. Implicatures through
3. Conversational Maxims local-
based
language
research
Weeks 11-13
Course Outcome 3: Draw implications of the theories of psycholinguistics (cognitivists), sociolinguistics (behaviorists) and Krashen’s Monitor Model to language teaching and
learning
Situate A. Theories of Second Language Fromkin, V. (2001) Linguistics: An Introduction to A. Lecture and Reference 9
examples of Acquisition Linguistic Theory. Wiley-Blackwell. situational book, hours
language 1. Behaviorist Learning Theory analysis handouts,
teaching 2. Cognitive Learning Theory power point
and learning 3. Krashen’s Monitor Model https:/linguistics.ucla.edu>ling-intro presentation
activities a. The Acquisition /
that apply Learning Hypothesis
the b. The Natural Order
principles of Hypothesis
respective c. The Monitor Hypothesis
theories. d. The Input Hypothesis
e. The Affective Filter
Hypothesis
Weeks 14-
17
Course Outcome 4: Apply concepts and principles of language learning, teaching, and language use in specific contexts for language acquisition and learning.
Design and A. Spoken Discourse of Language Padilla, C. (2000) Enriching Oral Communication Skills. A. Simulation of Language Reference 12
present Acquisition Abiva Publishing House. Manila. Philippines. bottom-up and learning book, hours
learning top-down plan handouts,
plans and B. Language teaching strategies processes power point
assessment Outreach presentation,
tools C. Linguistic Assessment tools B. Activity and program sample
relevant to assessment portfolio,
the needs of planning for Portfolio sample
ESL learners language of outputs learning plan,
and learning cooperating
principles of according to agencies/scho
language linguistic ols
learning. theories
C. Execution of
learning plan
D. Compilation of
outputs
Suggested • Halliday, M.A.K. (2003) On language and Linguistics. Great Britain. MPG Books Ltd. Bodmin, Cornwall
Readings • Jackson, H. (2007) Key Terms in Linguistics. Great Britain: Athenaeum Press Ltd, Gateshead, Tyne & Wear.
and • Moravcsick, E. (2006) An Introction to Syntax. Fundamentals of Syntactic Analysis. Great Britain. MPG Books Ltd.
References • Padilla, C. (2000) Enriching Oral Communication Skills. Abiva Publishing House. Manila. Philippines.
• Silverman, D. (2006) A critical Introduction to Phonology. Great Britain. MPG Books Ltd, Bodmin, Cornwall.
• Fromkin, V. (2001) Linguistics: An Introduction to Linguistic Theory. Wiley-Blackwell.
• https:/linguistics.ucla.edu>ling-intro
• https://www.slideshare.net/mobile/thuatquangtri/rules-of-word-stress-in-english-25008465
• https://www.slideshare.net/mobile/vanessaadriano/final-intonation-patterns-5540646
• http://www.cambridge.org/hr/academic/subjects/languages-linguistics/english-language-and-linguistics-general-interest/cambridge-encyclopedia-
language-3rd-edition
Course Local Knowledge-based Language Research
Requirement Language Tutorial Extension Program
s Unit portfolio of language learning strategies and assessment tools
Grading Prelims Midterm Semi-finals Finals
System • Lecture • Lecture • Lecture • Lecture
o Attendance (10%) o Attendance (10%) o Attendance (10%) o Attendance (5%)
o Quizzes (40%) o Quizzes (40%) o Quizzes (40%) o Quizzes (35%)
o Requirement (50%) o Requirement (50%) o Requirement (50%) o Requirement (60%)
• Exam • Exam • Exam • Exam
Prepared by: ENA R. TAMAYO
Faculty Member
