semestre 05

The following course in ICT is designed to help students acquire the required skills to learn and probably teach English via eletronic plateforms like smart phone apps.

Third year English students
you are kindly asked to pass your Cognitive Psychology exam here
this is the official Exam 
your Lecturer Mrs. Habi Lynda

This course is meant to acquaint you ( as future teachers) with the required knowledge and skills to embark on the teaching of English at middle and high schools 

Cours destiné aux étudiants de 3^ème année anglais.  Ce 1^er cours  vise les  objectifs suivants  :

-         Prendre conscience des différents documents

-         Apprendre à analyser un document (le texte littéraire)

-         Apprendre  à analyser  un document iconographique (l’image)

Objectives:

At the end of this course, students will be able to:

Identify and define a research problem.
Write a research proposal.
Write literature review.
 Distinguish between APA and MLA styles.

Assessment:

100 % continued evaluation.

Bibliography:

1-Nunan, D. (2008). Research Methods in Language Learning. Cambridge: Cambridge university press.

2-Seliger, W. (2008). Second Language Research Methods. Oxford: Oxford university press.

3-Szuchman, L, T. (2014). Writing with Style: APA Style Made Easy (6th ed). USA: Wadsworth, Cengage
Learning.

This course presents basic knowledge about psychology in general and cognitive psychology in particular.

The obectives of the course are to make students: 

- Demonstrate  knowledge and understanding of well-established theories in cognitive psychology.

- Comprehend and appreciate the complexity of cognitive processes. 

- Appreciate research and theories of cognition from diverse fields of study. 

- Acquire an understanding of research methods in cognitive psychology

Content:

- Introduction to Cognitive Psychology

- Perception

- Memory

- Attention

Bibliography:

1-Anderson JR 1976 Language, Memory, and Thought. Erlbaum, Hillsdale, NJ Anderson JR.

2-Atkinson R C, Shiffrin RM 1968 Human memory: a proposed system and its control processes. In:

Spence K, Spence J (eds.) The Psychology of Learning and Motivation. Academic Press, San Diego, CA,

Vol. 2

3-Baddeley A D 1986 Working Memory. Oxford University Press, Oxford, UK Block N J 1981 Imagery.

MIT Press, Cambridge,

4-Bruner JS, Goodnow J J, Austin G A 1956 A Study of Thinking. Wiley, New York Chase W G, Simon H

A 1973 Perception in chess. Cognitive Psychology 4: 55–81

5-Chomsky N 1957 Syntactic Structures. Mouton, The Hague, The Netherlands

BrooksCole, Belmont, CA Fodor J A 1975 The Language of Thought. Crowell, New York Fodor.

This course prepares students for the writing demands of advanced composition. Students will write with attention to purpose and audience, appropriate and varied organization, development using detailed evidence, and language, including grammar and sentence structure. Students will also learn the writing process and emphasis will be placed on the reading-writing connection.

This course focuses on various modes of advanced level of writing: Argumentation: refuting, appropriate reasoning, using solid evidence. Descriptive discourse: introduction to description, types of description, descriptive vocabulary, producing descriptive paragraphs and essays; Narrative discourse: introduction to narrative, ways of developing ideas in narratives, narrative diction, narrative paragraphs and essays, writing stories; expository discourse: Introduction to exposition, types of exposition (process exposition, comparison and contrast, analogy, problem to solution, illustration, exemplification, etc). Furthermore, skills such as summary writing and précis will be reflected. The course is also intended to develop students’ skills in critical writing and the identification of informal fallacies in argumentation. Besides, through all stages of the course, grammatical and fluency issues will be addressed so that students build up their confidence and awareness about academic writing in general and essay writing skills in particular.

Course objectives 

After successful completion of the course, students will be able to: 

Write well developed argumentative texts 

argue persuasively and logically in writing; 

Evaluate written materials (e.g. articles, newspapers, books, etc.); 

produce effective written texts of various purposes;
Edit and revise different written texts; 

write well-developed reports of various purposes (e.g. research, socio-cultural events);
Summarize various types of essays.

Outline: 

1- Narrative essay

2- Description essay

3- Cause and effects essay

4- Illustration essay

5- Process essay

6- Compare and contrast essay

7- Argumentative essay

8- Literary Analysis essay

Instructional Methods: 

This is a face-to-face course, in which you will attend class and submit all classwork on time. There will be daily reading and writing activities along with group and individual projects. Preparation for the next class is strongly encouraged because the class will be conducted based on the assumption that students have prepared for the class. Moreover, students need to become accustomed to the habit of preparation because all university classes require reading books or papers before the class; professors anticipate that students bring up questions about topics. 

Student Responsibilities: 

Students are expected to be prepared for class by doing all assigned reading as well as weekly homework assignments to be completed outside of class. Homework must be turned in on time. No late work will be accepted.

When you miss class for any reason, you are still responsible for the information presented and assignments given in class. Due dates remain the same whether you are in class or not. Contact a fellow student and the teacher for missed assignments.

Academic Integrity 

Students are expected to maintain high standards of integrity and honesty in all of their scholastic work. This means that any essay that is copied from a friend and from an online source will result in a zero grade point.

Syllabus Change Policy 

The syllabus is a guide. Circumstances and events, such as student progress, may make it necessary for the instructor to modify the syllabus during the semester. Any changes made to the syllabus will be announced in advance.

Materials

1- Langan, J. (2007). College Writing skills with Readings. Boston: McGraw Hill.

2- Stanley, Et al. (1992). Ways to Writing: Purpose, Task and Process. New York: MacMillan.