The Master’s course in Applied Linguistics (AL) is delivered through structured lectures led by the instructor and enriched by student contributions, including research-based papers, oral presentations, and critical reviews of books and scholarly articles. While the course is grounded in a defined set of core lectures, it remains intentionally flexible: selected topics may be expanded, additional materials (examples, tasks, readings, and data) may be introduced, and new lectures may be incorporated in response to emerging developments in applied linguistics and foreign language teaching and learning. This flexibility is guided by two priorities: academic relevance and the evolving needs and expectations of both students and teachers.
Objectives
At this level, Applied Linguistics is introduced to broaden students’ understanding of linguistics beyond the theoretical foundations studied in the third year of the Bachelor’s degree, and beyond earlier exposure to branches such as descriptive linguistics, general linguistics, and micro-linguistics. The course aims to provide students with solid, research-informed knowledge of applied linguistics, its definitions, origins, foundations, key concepts, and scope, while highlighting its central role in addressing real-world language problems.
A major emphasis is placed on the contributions of applied linguistics to language education, especially second/foreign language teaching and learning. The course is designed not simply to expose students to theory but to support them in becoming informed, reflective, and autonomous educators. The overarching goal is to prepare future teachers who can take responsible ownership of their classroom decisions and are able to critically evaluate textbooks, examinations, research claims, and policy directives rather than following them uncritically.
In essence, understanding applied linguistics here is not treated as abstract academic knowledge; it is a practical form of professional empowerment. Teachers can only improve what they understand deeply. By developing a strong applied-linguistic lens, students build the confidence, authority, and analytical competence needed to make informed pedagogical choices and to lead meaningful, positive change in their teaching contexts.
Section 1: Course Contact Sheet / Fiche-contact
1.1 Teacher of the Course
Course title: Applied Linguistics
Level: Master’s Degree
Teacher: Dr. Houda BOUMEDIENE
Email: h.boumediene@lagh-univ.dz
Department: Department of English
Faculty: letters and Languages
Institution: University of Laghouat
1.2 Teacher Availability
Office hours: Tuesday from 9AM-21PM
Place: Department of English
Online availability: Through Moodle,or institutional email:h.boumediene@lagh-univ.dz
1.4 Course Administrative Information
Coefficient: 2
Credits:3
Total hourly volume: 22
Required personal workload: Approximately4 hours per week
1.5 Assessment Method
Students will be assessed through:
- Online quizzes
- Participation in forums and online discussions
- Workshop participation
- Oral presentations
- Critical reviews
- Research-based assignments
- Final written examination or final online test according to institutional regulations
1.6 Follow-up and Tutoring Method
Student progress will be followed through:
- Weekly online activities
- Quiz completion
- Assignment submission
- Forum participation
- Group work
- Teacher feedback
- Tutor feedback
- Online workshops and synchronous meetings
Tutoring calendar:
A detailed calendar will be published on the platform, including quiz dates, workshop dates, online meeting links, assignment deadlines, and feedback sessions.
Section 2: General Learning Objectives
By the end of this course, students will be able to:
- Define applied linguistics and explain its major areas of application.
- Distinguish between linguistics and applied linguistics.
- Explain the difference between language learning and language acquisition.
- Analyze key concepts in second language acquisition, including interlanguage, input, and affective filter.
- Identify major concepts in discourse analysis and speech act theory.
- Compare different teaching methods and approaches used in foreign language learning.
- Explain key principles of language assessment, especially validity and reliability.
- Understand contrastive analysis and its relevance to language learning.
- Analyze learner errors using principles of error analysis.
- Apply applied linguistics concepts to teaching, learning, and classroom communication.
Section 3: Specific Learning Objectives
By the end of the course, students will be able to:
3.1 Knowledge and Understanding
- Define key terms such as applied linguistics, acquisition, learning, SLA, discourse, speech act, teaching method, assessment, validity, reliability, contrastive analysis, and error analysis.
- Identify the main domains of applied linguistics.
- Explain the relationship between linguistic theory and language teaching practice.
- Recognize the role of applied linguistics in solving real-world language problems.
3.2 Analytical Skills
- Compare linguistics and applied linguistics.
- Differentiate between acquisition and learning according to Krashen’s theory.
- Analyze second language learning situations using SLA concepts.
- Interpret discourse examples using basic discourse analysis tools.
- Analyze examples of speech acts using Austin’s Speech Act Theory.
- Compare teaching methods and approaches in relation to learners’ needs.
- Evaluate assessment tools in terms of validity and reliability.
- Explain how contrastive analysis and error analysis contribute to understanding learner difficulties.
3.3 Practical and Professional Skills
- Participate in online workshops and discussions.
- Complete quizzes and formative activities on Moodle.
- Prepare short reflections on applied linguistics topics.
- Discuss teaching methods and classroom practices.
- Apply SLA and discourse concepts to classroom situations.
- Use academic terminology accurately in oral and written work.
Section 4: Prerequisites
4.1 Required Prerequisites
Before starting this course, students are expected to have basic knowledge of:
- General linguistics
- Descriptive linguistics
- Phonetics and phonology
- Morphology and syntax
- Semantics and pragmatics
- Introduction to language teaching
- Academic reading and writing
- Oral presentation skills
- Basic research methodology
4.2 Prerequisite Test
A short diagnostic test may be provided at the beginning of the course. It may include:
- Definitions of basic linguistic concepts
- Questions on linguistics and applied linguistics
- Identification of language learning concepts
- Short questions on teaching and learning
- A brief reflection on the role of linguistics in language education
The aim of this test is to identify students’ initial knowledge and adapt teaching activities to their needs.
Section 5: Global Teaching Plan
5.1 General Course Plan
| Chapter | Title | Main Contents |
|---|---|---|
| Chapter 1 | Introduction to Applied Linguistics | Introduction to Applied Linguistics; Linguistics vs. Applied Linguistics; introductory video |
| Chapter 2 | Language Learning and Acquisition | Learning vs. Acquisition; Krashen’s view; video and quiz |
| Chapter 3 | Second Language Learning | SLA concepts; interlanguage; input i+1; affective filter |
| Chapter 4 | Discourse Analysis | Key concepts; definitions; slides; Austin’s Speech Act Theory |
| Chapter 5 | Teaching Methods and Approaches | Methods for foreign language learning; student participation |
| Chapter 6 | Language Assessment | Validity; reliability; assessment principles |
| Chapter 7 | Contrastive Analysis | Contrastive analysis principles; slides and quiz |
| Chapter 8 | Error Analysis | Learner errors; sources of errors; error analysis procedures |
| Final Section | Summative Activities | Global quiz, assignment, oral presentation, or final test |
5.2 Detailed Teaching Plan
A detailed teaching plan will be inserted as a Page Resource on the platform.
It will include:
- Weekly objectives
- Lecture titles
- Videos
- Slides
- Quizzes
- Workshop links
- Chat links
- Assignment deadlines
- Evaluation dates
Hyperlink to the detailed teaching plan:
https://e-learning.lagh-univ.dz/course/view.php?id=2868#section-0
Section 6: Live Communication Space
6.1 Online Workshop Link
Students can join the online workshop through the following Google Meet link:
Online Workshop Link:
https://meet.google.com/uyg-yuqd-awh
6.2 Chat on Austin’s Speech Act Theory
A live chat or online discussion will be organized on Austin’s Speech Act Theory in relation to discourse and pragmatics.
Chat link:
https://meet.google.com/oiu-pweg-rmn
6.3 General Communication Forum
A general forum will be created for:
- Course announcements
- Questions about lectures
- Technical questions
- Clarification of tasks
- Discussion of readings
- Preparation for quizzes and exams
6.4 Group Communication Spaces
Group spaces will be created for collaborative work, including:
- Group discussions
- Preparation of oral presentations
- Peer feedback
- Collaborative analysis of teaching methods, discourse examples, and learner errors