Republic of the Philippines

APAYAO STATE COLLEGE

COURSE SYLLABUS
IN
INTRODUCTION TO LINGUISTICS

APAYAO STATE COLLEGE VISION, MISSION, GOALS AND OBJECTIVES

Vision

“Empowering lives and communities through stewardship for cultural sensitivity and biodiversity”

Mission

Apayao State College is committed to provide empowering and holistic development of citizens by providing quality and innovative instruction, strong research,
responsive community engagement and entrepreneurship in order to prime the development of Apayao Province, the Cordillera Administrative Region.

ASC GOALS ASC OBJECTIVES

 Transformative and empowering education  To elevate quality access and relevance for instruction
 Increase capacity and performance in research and  To strengthen research and development and extension
innovation. capability, outcomes and impact
 Create a significant and highly visible development  Strengthen partnership and institutional linkages to increase the
impact in the region. regional impact of ASC extension program.
 Generate additional resources for strategic investment  Increase productivity and income of ASC
programs and initiatives  Enhance governance and organization and management
 Transparent, responsive, unifying and empowering system, processes and environment.
COLLEGE OF TEACHER EDUCATION
governance.
Three to five years after graduation, the graduates are expected to be:
Effective and competent teacher.
Skilled writer and speaker.
 Effective leader and model citizen.
Agent of peace.
Honest and person of integrity.
Extensionist
Researcher
Responsible and God-fearing citizen.

BACHELOR OF SECONDARY EDUCATION

 PROGRAM EDUCATIONAL OUTCOMES:

1. Articulate and discuss the latest developments in the specific field of practice.

2. Effectively communicate in English and Filipino, both orally and in writing.

3. Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams.

4. Act in recognition of professional, social and ethical responsibility.

5. Preserve and promote “Filipino historical and cultural heritage.”

Course Code: Semester: First

I. COURSE DESCRIPTION:

This is a three-unit course that introduces learners to the study of language. It covers the nature, origin and uses of language and delves into the major subfields of
linguistics: phonetics and phonology, word formation and morphology, grammar and syntax, semantics and pragmatics. Discourse analysis is also explored in this course.
II. COURSE LEARNING OUTCOMES IN RELATION TO PROGRAM OUTCOMES

PROGRAM OUTCOMES
Work effectively and
Articulate and discuss Effectively
collaboratively with a Act in recognition of Preserve and
COURSE LEARNING OUTCOMES the latest communicate in
substantial degree of professional, social promote “Filipino
developments in the English and Filipino,
independence in and ethical historical and
specific field of both orally and in
multi-disciplinary and responsibility. cultural heritage.”
practice. writing.
multi-cultural teams.
1. Grasp the complexity of language as a
P
communication system
2. Articulate general issues concerning the nature
I P
and function of language
3. Demonstrate knowledge of the basic mechanisms
common to all languages: phonetics, phonology, I
morphology, syntax, semantics, and pragmatics
4. Compare and contrast two or more languages in
terms of systematic differences in phonetics,
I
phonology, morphology, syntax, semantics, and
pragmatics
5. Build discourse interpretations of fragmentary
linguistic messages by going beyond linguistic I
form and structure
6. Demonstrate understanding and appreciation of
D
the role of language in everyday life interaction

I-introductory P- Practiced D-Demonstrate

Course
Teaching and
Week Learning Topics Intended Learning Outcomes Resources Assessment
Learning Activities
Outcomes
  discuss the nature of human
A. THE ORIGINS OF language as a primary means
LANGUAGE of communication Pre-recorded lecture
 The Divine Source  identify the different theories and/or real-time video
 The Natural Sound of how language originated meeting, lecture- Handouts (in PPT or
Source  explain the concepts and ideas discussion with online PDF) uploaded in
Persuasive Essay
1 CLO 1  The Social Interaction behind each theory of platform users Google Classroom or
Writing
Source language origin hard copies distributed
 The Physical Adaptation  present evidence and Modular mode of to students
source arguments to answer the instruction for offline
 The Tool-making Source question of when, where and users
 The Genetic Source how human language was
born
B. ANIMAL AND HUMAN  draw distinctions between
LANGUAGE human language and animal
 Communication communication
 Properties of human Pre-recorded lecture
 discuss the properties that
language and/or real-time video
make human language a
 Displacement meeting, lecture- Handouts (in PPT or
unique communication system
discussion with online PDF) uploaded in
CLO 1  Arbitrariness  argue on the idea that animals
2 platform users Google Classroom or Reaction Paper
CLO 2  Productivity are capable of understanding hard copies distributed
 Cultural transmission and producing human Modular mode of to students
 Duality language instruction for offline
 Talking to animals  react to various studies and users
 Chimpanzees and articles of animals,
language particularly chimpanzees,
 Using language being taught human language
3-4 CLO 3 C. PHONETICS  determine the organs that Pre-recorded lecture Handouts (in PPT or Speech Recording
 Vocal Tract make up the vocal tract and/or real-time video PDF) uploaded in
 International Phonetic responsible for producing meeting, lecture- Google Classroom or IPA Transcription
Alphabet sounds discussion with online hard copies distributed
 Voiced and voiceless  identify the symbols of the platform users to students
sounds phonetic alphabet and how
 Place of articulation they are used to represent Modular mode of
 Bilabials both consonant and vowel instruction for offline
 Labiodentals sounds of English words users
 explain the method of telling
  Dentals
 Alveolars
 Palatals
 Velars voiced and voiceless sounds
 Glottals apart
 Manner of articulation  describe how consonant
sounds are formed through the
 Stops
place and manner of
 Fricatives
articulation
 Affricates
 describe how vowel sounds
 Nasals are produced through the
 Liquids positioning and shape of the
 Glides tongue
 Glottal stops and  transcribe phonetic symbols
flaps into English words and vice-
 Vowels versa
 Diphthongs
 Subtle individual
variation
 differentiate phonology from
phonetics
D. PHONOLOGY  describe phoneme, phones
 Phonemes and allophones and how they Pre-recorded lecture
 Phones and allophones affect the pronunciation and and/or real-time video
 Minimal pairs and sets meaning of spoken words meeting, lecture- Handouts (in PPT or
 Phonotactics particularly in English discussion with online PDF) uploaded in
5 CLO 3  Syllables  draw phonemic distinctions in platform users Google Classroom or Speech Recording
 Consonant clusters English through minimal pairs hard copies distributed
 Coarticulation effects and sets of words, Modular mode of to students
 Assimilation phonotactics and syllables instruction for offline
 Elision  explain how assimilation and users
 Normal speech elision are used to coarticulate
speech and whether they are
normal or not
6 CLO 3 E. WORD FORMATION  describe ten basic processes Pre-recorded lecture Handouts (in PPT or Word Formation
 Etymology by which new words are and/or real-time video PDF) uploaded in Identification
 Coinage created meeting, lecture- Google Classroom or
 Borrowing  examine the word formation discussion with online hard copies distributed
  Compounding
 Blending
 Clipping
 Backformation platform users
processes involved in the
 Conversion
creation of given words
 Acronyms Modular mode of to students
 work out the rules behind the
 Derivation instruction for offline
formation of words
 Prefixes and suffixes users
 Infixes
 Kamhmu
 Multiple processes
F. MORPHOLOGY
 Morphemes
 Free and bound  define morphology in terms of
morphemes linguistic forms and elements Pre-recorded lecture
 Lexical and in different languages and/or real-time video
functional  identify the types of meeting, lecture- Handouts (in PPT or
morphemes morphemes discussion with online PDF) uploaded in
Word and sentence
7-8 CLO 3  Derivational and  dissect words and sentences platform users Google Classroom or
dissection
inflectional according to their hard copies distributed
morphemes morphological description Modular mode of to students
 Morphological  react to the issues and instruction for offline
description problems in the analysis of users
 Problems in English morphology
morphological
description
9-10 CLO 3 G. GRAMMAR  define grammar in the Pre-recorded lecture Handouts (in PPT or Grammatical Analysis
 Traditional grammar traditional sense and/or real-time video PDF) uploaded in
 The parts of speech  differentiate prescriptive meeting, lecture- Google Classroom or Inter-lingual
 Agreement grammar from descriptive discussion with online hard copies distributed Translation
 Grammatical gender grammar platform users to students
 Traditional analysis  describe the types of grammar
 The prescriptive approach analysis for both prescriptive Modular mode of
and descriptive grammar instruction for offline
 Captain Kirk’s
 translate phrases and users
infinitive
 The descriptive approach sentences in two or more
 Structural analysis languages into English
  Constituent analysis
 Labeled and through grammatical
bracketed sentences description
 A Gaelic sentence
 define syntax in connection to
grammar
H. SYNTAX  distinguish surface structure
 Deep and surface from deep structure
structure  provide deep underlying
Pre-recorded lecture
 Structural ambiguity structures for given surface
and/or real-time video
 Recursion structures
meeting, lecture- Handouts (in PPT or
 Tree diagrams  generate sentence structures discussion with online PDF) uploaded in Sentence Construction
with recurring grammatical
11-12 CLO 3  Symbols used in platform users Google Classroom or
rules
syntactic analysis hard copies distributed Tree diagramming
 demonstrate knowledge of the
 Phrase structure rules Modular mode of to students
rules and symbols of syntactic instruction for offline
 Lexical rules
analysis along phrase users
 Movement rules structure, lexicon and
 Back to recursion movement
 Complement phrases  create a visual representation
of syntactic structure through
tree diagramming
13-14 CLO 3 I. SEMANTICS  describe semantic features in Pre-recorded lecture Handouts (in PPT or Semantic Analysis
 Semantic features relation to syntax and/or real-time video PDF) uploaded in
 Semantic roles  examine semantic roles in meeting, lecture- Google Classroom or
 Agent and theme given sentences discussion with online hard copies distributed
 Instrument and  analyze lexical relations of platform users to students
experiencer synonymy, antonymy,
 Location, source and hyponymy, prototypes, Modular mode of
goal homophones, homonyms, instruction for offline
 Lexical relations polysemy, word play and users
 Synonymy metonymy in the semantic
 Antonymy description of language
 Hyponymy
 Prototypes
 Homophones and
homonyms
  Polysemy
 Word play
 Metonymy
 Collocation
J. PRAGMATICS  recognize pragmatics as a
 Pragmatics context-driven aspect of
 Context meaning in comparison to
semantics Pre-recorded lecture
 Deixis
 differentiate linguistic context and/or real-time video
 Reference
from co-text meeting, lecture- Handouts (in PPT or
 Inference
 distinguish deictic expressions discussion with online PDF) uploaded in
 Anaphora
15-16 CLO 3 and what they are intended to platform users Google Classroom or Essay Writing
 Presupposition mean hard copies distributed
 Speech acts  perform an act of reference by Modular mode of to students
 Direct and indirect using inference, anaphora and instruction for offline
speech acts presupposition users
 Politeness  identify the type of speech act
 Negative and positive performed by a speaker
face  describe linguistic politeness
K. DISCOURSE ANALYSIS
 Interpreting discourse  define discourse and
 Cohesion discourse analysis Pre-recorded lecture
 Coherence  employ cohesion, coherence and/or real-time video
 Speech events and speech events in meeting, lecture- Handouts (in PPT or
 Conversation analysis interpreting discourse discussion with online PDF) uploaded in
CLO 4
17-18  Turn-taking  analyze a conversation based platform users Google Classroom or Discourse Analysis
CLO 5
 The co-operative on principles and strategies of hard copies distributed
principle conversation Modular mode of to students
 Hedges  interpret meaning using instruction for offline
 Implicatures background knowledge, users
 Background knowledge schema and scripts
 Schemas and scripts

III. REFERENCES:
 Yule, G. (2010). The Study of Language (4th Edition). Retrieved July 3, 2020 from https://www.academia.edu/31721811/The_Study_Of_Language_4th_Edition_.pdf
IV. COURSE REQUIREMENTS:
1. Midterm and Final Examinations
2. Quizzes, Exercises and other Activities

V. GRADING SYSTEM:
Class Standing 60%
Quizzes/Oral Performance/Other Activities
Examinations 40%
Prelim and Midterm Grade: 60% class standing + 40% Major Exam
Tentative Final Grade: 60% class standing + 40% Major Exam
Final Grade: Midterm Grade + Tentative Final Grade ÷ 2

VI. ASSESSMENT:
Students will be assessed using the following:
1. Critical thinking assessment by writing reaction papers and essays.
2. Objective assessment such as analysis of the different linguistic subfields (i.e. phonetic analysis, semantic analysis, pragmatic analysis and discourse analysis).
3. Performance-based assessment such as oral outputs (i.e. speech recording).
4. Affective assessment using behaviour and perceptions.

Prepared by: Reviewed by: Approved by:

CRYSTAL B. KITTONG ANGELYN D. LADERA REMA B. OCAMPO, PhD

Date: Date: Date: