| | This course focuses on sentence constructions and constituency including the principles, methods, and procedures of constructing and parsing phrase, clauses and sentences of Englis | Second Year |
| | This course focuses on sentence constructions and constituency including the principles, methods, and procedures of constructing and parsing phrase, clauses and sentences of English
| Third Year |
| | Basic concepts of communicative approach to oral skills; specific features of spoken discourse; intonation and stress (segmental and suprasegmental features); paralinguistic features in oral communication; discourse markers and communication strategies; aspects of listening comprehension; specific methods related to the teaching of spoken skills (role-play and drama, discussions, debates) use of videos and multimedia; functions and notions in spoken English. | Master |
| | This course aims to introduce students the reality of the
learning process in the Jordanian Kindergarten; resources
available for teachers; visiting kindergarten, and observing
classes; discussion of classroom observations at the
university. | Second Year |
| | This course is concerned with the concept of action
research; its importance; its developments; its applications;current orientations in action research; validity, reliability
and generalizability in action research; ethics of action
research; resources of data in action research; writing up
the report of action research. | Third Year |
| | This course aims to introduce students to: Strategies of academic writing and its basic skills; types and genres of academic writing; dealing with problems encountered by graduate students in academic and professional writing. | Master |
| | Issues in the learning and teaching of grammar; functional orientation in the teaching of grammar; grammar as a communicative resource to serve meaning, not set of rules; language systems in English; the role of grammar in coherent texts; analyzing texts by means of systemic-functional frameworks (such as Theme-Rheme Analysis and Contextual Configuration Framework). | Master |
| | Concept of curriculum and its different conceptions; explicit hidden and null curricula; Basic curriculum planning paradigms: the analytical (Tyier & Johnson models), the critical (Freire’s model); curriculum designing: formulating curriculum goals and objectives, selection of content and learning experiences, organization of content and learning experiences, methods of instruction and learning; curriculum evaluation; curriculum implementation and curriculum quality control. | Master |
| | The aim of this course is to develop students’ abilities and skills pertaining to speaking, listening, reading and writing | Master |
| | This course deals with the concept of literature its genres and the objectives and methods of teaching it. Also dividing literature into eras and according to environments. Steps of a literacy study are emphasized as ell methods in studying the literary psychological and social text. It will also deal with the literary aspect considering the political, social and cultural life. Inanition to the previous points, it deals with the literary taste concerning the concept, the skills and the role of the teacher in improving and training the students to use critical analysis in understanding and assessing literary text. Furthermore, it introduces the wold famous critical ideologies and their effect on Arabic criticism | Master |
| | The nature of problems that teachers face in managing students’ behaviour and teaching / learning activities; factors that may cause classroom management problems (students’ characteristics, the physical environment and the school climate, and teachers’ characteristics); current approaches in classroom management; the whole-school approach for school discipline. | Second Year |
| | A comprehensive analytic view of school curricula and
methods of instruction!, with reference to basic school
curricula in Jordan; concepts of the curriculum and its
relationship to learning and teaching; aspects of the
curriculum (cognitive, philosophical, social and
psychological); curriculum components (goals, content,
learning activities, teaching methods and evaluation). | Second Year |
