MINDANAO STATE UNIVERSITY

COLLEGE OF SOCIAL SCIENCES AND HUMANITIES

ENGLISH DEPARTMENT
MARAWI CITY

COURSE SYLLABUS IN ENGLISH 120

Psychology of Language
First Semester, AY 2022-2023

PHILOSOPHY
MSU System is committed to the total development of man and to the search for truth, virtue, and academic excellence.
MSU VMGO
VISION
MSU-Main Campus aspires to be a Center of Excellence in Instruction, Research, and Extension transforming itself into a premier
and globally competitive national peace university.

MISSION
MSU-Main Campus is committed to: L E A D
 Lead in social transformation through peace education and integration of the Muslims and other cultural minority groups
into the mainstream society;
 Ensure excellence in instruction, research development, innovation, extension, and environmental education through
discovery;
 Advance national and international linkages through collaborations; and
 Demonstrate greater excellence, relevance, and inclusiveness for Mindanao and the Filipino nation.

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 Mission

1. To ensure the path of sustainable development by contributing to the human core of its foundation – strengthening the
CSSH MGO human spirit to believe in progress, as well as the possibilities of progress and a better quality of life;
2. To assist people-empowerment by spearheading the total development of learners into well-rounded, educated persons
by a sufficient exposure to, and grounding in the humanities and social sciences;
3. To provide opportunities for learners to improve their communication skills not only for daily interactions but also for
future leadership tasks in national or global affairs;
4. To deepen awareness and critical understanding of the cultural heritage and history of the Filipinos and peoples of other
countries, as well as the current realities in national and global scenarios;
5. To provide opportunities for learners to deal with issues; analyze, synthesize and assess them in order to develop a
stronger sense of values and to experience the intricacies of rendering sound judgment; and
6. To prove as indispensable in the total development of learners, the human paradigms being-ness as personifications of
accumulated wisdom and experience, and as concretizations of values desired and sought.

Goals

1. To set in motion the process of changing the cultural environment from a culture of suspicion, hostility and violence to a
culture of tolerance, understanding and cooperation.
2. To perform regularly, seriously and with more or less equal fervor, the triad function of instruction, research and
extension by advancing a scheme that allows faculty members the choice (based on interest and competence) to excel in
transmitting or generating knowledge-skills-attitudes, or transplanting them by reaching out to sectors other than the
University community.
3. To carry out the contemporary function of institutions of higher learning, i.e. production, which in this college refers to
the production, exchange and reproduction of meanings.
4. To ensure an all-time high faculty morale by a judicious implementation of sound schemes of recruitment and retention,
rewards and sanctions, and evaluations for promotions.
5. To put up a CSSH Faculty Center to serve as ready venue for continuing interchanges of information and updates,
techniques and strategies, struggles and triumphs, between or among faculty members living up to the higher standards
of a dynamic interdisciplinary college.
6. To build a CSSH Student Center where students are given opportunities of sharing with another their learning adventures,
such as the ordeal of defending their views against critics, skeptics and cynics, or that of accepting challenges making it to
the top, etc.

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General Objectives

1. To start up a critical evaluation of co-called traditional Filipino values, and make a distinction between those values we
can continue to hold dear (e.g. bayanihan), and those better depreciated (e.g. Filipino time) than cherished, or those
whose applications have to be limited to minimize abuses and distortions (e.g. utangnaloob, pakikisama). This is a call for
the University to fulfill its roles as an agent of change.
2. To help students develop a sense of priorities by exemplifying the universal values of humanity, and by making more
precise valuations of disaster-borne or solution-oriented values, like the following:
o value of heroism
o value of progressive change
o values of independence and interdependence
o values of give-an-take
o values of peace and development
o values of timeliness and timelessness
o values of sanitation and preservation
o values of reflection and deliberation
3. To get started with the production goal by:
o analyzing cultural texts and practices, and other products of the culture industry with the purpose of making
reinterpretations or reconstructions of some facets of real life;
o coming up with formulas and codes, texts and practices, conventions and treatises, ranging from slight
modifications or adaptations of existing versions to substantial divergences or new editions;
o putting up stage plays, spoof shows, photo & sketch exhibits, contest and real debates, societal repertoire,
personality parades, talents demos, book and articles reviews, sports and fashion dramas, music concerts, floral
displays, speech and poem festivals, etc. as facets of the art of giving meaning to leisure time.
4. To conduct a review of the instruction-research-extension catalogue, particularly the teaching-learning techniques and
strategies, research methodologies, and extension-service procedures with the purpose of proposing remedies of
improving the present set.

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Course Code ENG120
Course Title Psychology of Language
Course Credit Units 3 Units
Course Description The course focuses on the study of the nature and psychological development of human language. It examines the biological
foundation of language acquisition, the cognitive processes in language learning (with emphasis on Reading) and the
psycholinguistic phenomena (particularly those related to language and communication disorders), and their relation to
literacy and social development.
Pre-requisite Admission to the Bachelor of Arts English Language Studies program
References See Google Drive
https://drive.google.com/drive/folders/1r8sfS4PwGCyV0srGcNqv3AbQ14iYX5ZX?usp=sharing
Course Requirements Critical Essays (Prelim)
Group Presentations (Midterm)
Individual Research Project/Case Study (Midterm)
Demonstration/Presentation of Outputs (Final)
Grading System 30% Activities/Exercises
30% Major Examinations
30% Special Projects
10% Attendance/Class Participation
100% Total
Classroom Policies On Attendance: Any learner (1) qualifies for Dropout due to three unexcused and consecutively committed absences; (2) qualifies for Dropout when
absent for 5 meetings cumulatively committed throughout the program; (4) must present an excuse letter (with an attached medical certificate in
case of illness, etc) before or after being absent from class to request for consideration for missed activities; (5) is marked Late for coming 15
minutes tardy after the class schedule; (6) Three Late marks correspond to one meeting absence.
On Requirements: All learners (1) must comply with and submit all requirements on or before the scheduled deadline; (2) should explicitly follow
guidelines or instructions regarding format, specifications, and others; (3) Requirements that are submitted late would be graded accordingly: 2.5
(Satisfactory), 3.0 (Poor), 5.0 (Failure).
On Class Activities: Any learner 1) must comply with all activities or projects; 2) Performance schedules must not be disrupted unless given special
consent by the instructor for postponements; 3) should write or inform the instructor regarding failure to comply with scheduled requirements prior
the scheduled performance in order to be given appropriate attention or action.
Name of Faculty Joel V. Araya, PhD
Class Schedule MW 1-2:30pm; 2:30-4:00pm
Consultation Hours MW 8-11am, TTh 8-11am

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LEARNING CONTENT/TOPIC METHODOLOGY/STRATEGY/ ASSESSMENT EVALUATION EVIDENCE TIMEFRAME
OBJECTIVES INSTRUCTIONAL MATERIALS/ ACTIVITIES/ MEASURES AND ATTAINMENT/
DEVICES USED TASKS TOOLS OUTCOMES
State the The origin and PRELIM
psychological evolution of Lectures (including video Critical Essay Critical Essay Submission of an Weeks 1-5
mechanisms language presentations) Rubric original critical essay
involved in L1 (must have passed
and L2 Week 2-3 – First Preliminary turnitin by 20% si)
learning and second Examination
language
Outline acquisition
principles and
approaches to Week 4-5 –
language and Principles and
cognition approaches to
language
Behaviour,
brains and
cognitions
Week 6 – Prelim
Exam

Relate Language and Group Discussions Group Oral Oral Successful oral MIDTERM
language Language Presentation Presentation presentation Weeks 7-11
production Production Immersion Rubric Week 7-8
and Week 9-10 – Excursion (SPED Conducted on-site
comprehensio Language and Center, Observation visitation
n Language Orphanage,
Comprehension Rehabilitation Mentoring
Identify and Week 11- Center, Guide
explain Teaching Penitentiary
language Reading Facility, Home Midterm
disorders Week 12 – for the Aged) Examination
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 Midterm Exam
Mentoring

Produce Disorders of Workshop/Process Writing Demonstration/ Demonstration Literacy FINALS

sample Language Presentation of /Presentation Materials/Case Study Week 13-18
literacy Functions Outputs Rubric Week 13-14
materials for Week 15 – 16 – (passed turnitin by
the Teaching Final 20% si)
“cognitively Reading Examination
challenged” Workshops
language Week 17-18 –
learners Demonstrations

Or, Case Study

presentation

Prepared by Recommending Approval Approved by

Dr. Joel V. Araya Dr. Sharifa Khalid-Masorong Dr. Monaimah G. Manabilang

Faculty Chairperson College Dean