This syllabus outlines a psycholinguistics course taught at Universidad Técnica de Ambato in Ecuador. The course is divided into 5 units that cover key concepts such as the relationship between speech, language, and communication; models of human language development; the neurological basis of language; first and second language acquisition; and applying psycholinguistic theories to language teaching. Students will learn through activities like workshops, presentations, and independent research. The goal is for students to understand language development and be able to apply psycholinguistic concepts to improve English language instruction.

1. 1
UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
SÍLABO
PSYCHOLINGUISTICS
Abril - Septiembre 2016
RUTH ELIZABETH INFANTE PAREDES
Magister en Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Licenciada en Lingüística Aplicada a la Enseñanza de Lenguas
AMBATO - ECUADOR
2016

2. 2
I. GENERAL INFORMATION
Subject: Psycholinguistics
Program: Carrera de Idiomas
Code: FCHE/I/MP/02129/07/05 Prerequisites:
Study Modality: On Campus Subject Code
Educational Psychology I FCHE/I/MP/02129/05/01
Educational Psychology II FCHE/I/MP/02129/06/03
Curricular Organization Unit: Profesional
Credits: 4
Level: Seventh Semester
Correquisites:
Subject Code
NONE
Hours per Week
Class Hours:
4
Theoretical:
2
Practical:
2
Tutoring Student Hours: 1 On Campus: 1 Virtual: 0
TOTAL LEARNING HOURS: 160
Week hours: 4
Hours during the semester: 72
Working independent hours: 88
Academic Tutoring hours: 18
II. PROFESSOR'S TEACHING PROFILE
Professor's name: Ruth Elizabeth Infante Paredes
Academic degree: Lingüística y Didáctica de la Enseñanza de Idiomas Extranjeros
Knowledge area: (01) Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Bachelor's degree: Lingüística Aplicada a la Enseñanza de Lenguas
Knowledge area: (01) Educación
Broad Field: 01 Education
Specific Field: 011Education
Detailed Field: 0114 Teacher Training with subject specialization
Professional experience: 12 years
Teaching experience: 12 years
Program Academic area: Competencia Pedagógica y Psicosociolinguistica
Professsor's schedule (practical application and learning experimentation) : Wednesdays
from 07h00 to 09h00 Thursdays from 11h00 to 13h00
Professor's schedule (Academic tutoring): Monday from 14h00 to 15h00
Phone numbers: 0995721088
E-mail: rutheinfantep@uta.edu.ec

3. 3
III. COURSE DESCRIPTION AND OBJECTIVES
Purpose
The aim of the course is to introduce students to the relationship between language and human development. That
knowledge will let students make teaching desicions when planning, organizing and evaluating the English
Teaching and Learning process.
Course Description:
This syllabus will introduce students to the field of psycholinguistics and provide them with an insight into basic
concepts of the field such as acquisition of language, communication, theories of language, analyze language
disorders, brain’s anatomy, as well as the skills of language in order to apply these concepts in the process of
teaching English as a second language.
At the end of the semester, students will have reached the following outcomes: Identify the key concepts of
psycholinguistics and the history of it, distinguish the biological and cognitive basis of language, contrast some of
the most known theories of first language acquisition, analyze the most common language disorders and evaluate
the contribution of psycholinguistics to language learning and teaching.
In order to create a good learning atmosphere in which students can process, internalize and make the information
theirs, some approaches will be used, such as Functional approach and Cooperative learning. Furthermore, in this
module students will participate in formative and summative assessment.
There aren´t universal standards to level students in this subject but they have to reach some skills that will allow
them to investigate in the given matters, recognize and identify some psychological processes that occur along with
language and also propose alternatives for working in the classroom.
By the end of the semester, students will have developed the competencies of B1 level described in the Common
European Framework of Reference
Course General Objective:
Make use of linguistic elements, psychological processes, and the sociocultural aspects in order to apply them in
the teaching-learning process in an effective way.
Course Specific Objectives :
1. Differentiate speech, language, and communication in order to relate them with language properties and
components.
2. Analyze models of human language development with the aim of establishing the characteristics of
children’s development.
3. Summarize about central neurological system and language process based on the linguistic model in order
to compare the basis of cognitive, perceptive, social and communicative children’s language
development.
4. Research about language development in children related to first language acquisition (phonology,
morphology, syntax, semantics and pragmatics) to study the form of language development in Pre-K
students.
5. Propose a theory related to second language acquisition based on theories and practical applications in
bilingual settings.

4. 4
IV. COURSE STUDY PROGRAM
Curricular Units
U.1 Differentiate speech, language, and communication in order to relate them with language properties and components.
Thematic Units
Class Hours Tutoring
Hours
Independent hours including
research and community
service
Assessment tools
Theoretic
al
Practical
1. Speech, language, and communication 2 1 1 2 Diagnostic Observation
2. Language Properties 2 1 1 2 Workshops
3. Language Components 2 1 1 1 Questionnaires
4. Relations among language components 3 2 2 Mind maps
SUBTOTAL HOURS 7 5 3 11 TOTAL HOURS 26
Learning outcome: Outline the characteristics of speech, language, and communication from a psychological point of view.
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, course book and e-books.
U.2 Analyze models of human language development with the aim of establishing the characteristics of children’s development.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
tools
Theoretical Practical
1. Behavioral Theory 2 2 1 3 Workshops
2. Psycholinguistic Theory: syntactic model 2 1 1 3 Questionnaires
3. Psycholinguistic Theory: semantic and cognitive 2 2 1 4 Mind maps
4. Sociolinguistic Theory 2 2 1 3 Essays
5. Patterns of child’s biological evolution 1 1 1 3 Quiz
Projects
SUBTOTAL HOURS 9 7 4 16 TOTAL HOURS 36

5. 5
Unit Learning outcome: Schematize the models of human language development from a psychological perspective
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strateg2ies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, coursebook and e-books.
U.3 Summarize about central neurological system and language process based on the linguistic model in order to compare the basis of cognitive, perceptive, social and communicative
children’s language development.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
toolsTheoretical Practical
1. Neurolinguistics 2 2 1 3
2. Cognitive and perceptive language at initial stages 2 1 1 3 Workshops
3. Social and communicative language at initial stages 3 2 1 4 Questionnaires
4. Learning process in child’s language 2 2 1 3 Mind maps
SUBTOTAL HOURS 9 7 4 16 TOTAL HOURS 36
Unit Learning outcome: Mind map ideas about central neurological system and language process from a linguistic point of view.
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, Workshops.
Didactic Resources: Overhead projector, internet, course book and e-books.
U.4 Research about language development in children related to first language acquisition (phonology, morphology, syntax, semantics and pragmatics) to study the form of language
development in Pre-K students.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
toolsTheoretical Practical
1. First Language Acquisition 2 2 1 3
2. Phonological and Morphological development in Pre-K students 2 1 1 3 Workshops
3. Semantic and pragmatic development in Pre-K students 2 1 1 4 Questionnaires

6. 6
4. The development of language form during the Pre-K period 2 1 1 3 Mind maps
5. The development of language form during the Pre-K period 1 2 0 3 Essays
SUBTOTAL HOURS 9 7 4 16 TOTAL HOURS 36
Unit Learning outcome: Research about language development in children related to first language acquisition (phonology, morphology, syntax, semantics and pragmatics) from a
psycholinguistic perspective.
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, and Workshops.
Didactic Resources: Overhead projector, internet, course book and e-books.
U.5 Propose a theory related to second language acquisition based on theories and practical applications in bilingual settings.
Thematic Units
Class Hours
Hours of
Tutoring
Independent study including
research and relationship
with the society
Mechanisms and assessment
toolsTheoretical Practical
1. Bilingualism and its effects 2 1 1 2
2. The Iput hypothesis Model 1 1 1 2 Workshops
3. The multidimensional Model and the Teachability Hypothesis 1 1 1 2 Questionnaires
4. The Universal Grammar Model and Second Language Acquisition 2 1 0 3 Mind maps
5. Cognitive Approaches to Second Language Acquisition Research 1 1 0 2 Essays
Quiz
SUBTOTAL HOURS 7 5 3 11 TOTAL HOURS 26
Unit Learning outcome: Propose a theory about second language acquisition from a pedagogical point of view.
Learning Methodologies: Collaborative Learning; Problem based learning PBL and Project Based Learning.
Educational Strategies: Discussions, Mind Maps, Lectures, Simulations, and Workshops.
Didactic Resources: Overhead projector, internet, course book and e-books.

7. 7
V. NORMATIVE STANDARDS EVALUATION
Specific Objectives Diagnostic
Evaluation
Formative
Evaluation
Summative
Evaluation
1. Define sociolinguistic terms to develop awareness of social aspects in the English class
Techniques and
instruments:
Interview
Knowledge survey
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
2. Analyze vernacular, standard, national official languages and varieties in order to infer
language varieties in Ecuadorian contexts.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
3. Study gender and age speech features in order to make pedagogical decisions when teaching English
in Ecuador.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test
4. Evaluate style, context, register , speech functions, politeness, stereotypes in order to give
sustainable opinions, considering gender differences.
Techniques and
instruments:
Observation
Rubric
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
5. Propose a theory to improve the English language teaching process in Ecuador.
Techniques and
instruments:
Observation
Check list
Oral Presentations
Written Works
Task-based activities
Portfolio
Quiz
Questionnaires
Oral presentations
Projects
Test

8. 8
VI. BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER
OF
PAGES
Robert E. Owens, Jr 2001 Desarrollo del Lenguaje 5th Pearson New York 462
CODE/ DATABASE LOCATION: COMMENTARY:
The offers a vision of the language development during the Pre-K stage related to language development. NUMBER
OF
ISSUES
PRINTED: Codigo Biblioteca 800.1
D21 Inventario (9041)
x
DIGITAL: x 1
VIRTUAL:
URL:
AUTHOR (S) ISSUED
YEAR
BOOK TITLE
EDITION
NUMBER EDITORIAL CITY/COUNTRY
NUMBER
OF
PAGES
Cook Vivian 2003 Linguistics and Second Language
Acquisition
1 Macmillan Essex 313
CODE/ DATABASE LOCATION: COMMENTARY:
The book considers the sequence in which people learn second languages, teh controvertial Input hypothesis, Universal
Grammar model of language acquisition, and teh relevance of psychological processing.
NUMBER
OF
ISSUES
PRINTED: Codigo Biblioteca
801.5=20 C630 Inventario (8827)
x
DIGITAL: 1
VIRTUAL:
URL:
AUTHOR (S) ISSUED
YEAR
BOOK TITLE EDITION
NUMBER
EDITORIAL
CITY/COUNTRY
NUMBERO
F PAGES
Papalia E. Diane
Duskin Feldman, R
Gabriela Martorell
2012 Desarrollo Humano 12th McGRAW-
HILL/INTERAMERICA
NA
Mexico D.F 625
CODE/ DATABASE LOCATION: The book provides with information about human development that will lead students to
understand language development.
NUMBER
OF
ISSUES
PRINTED: Codigo Biblioteca:
159.922P213 Inventario (10804)
DIGITAL: 1
VIRTUAL:

9. 9
VII. ADDITIONAL BIBLIOGRAPHY
AUTHOR/S
ISSUED
YEAR BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF
PAGES
Tagliamonte, Sali A. 2011 Language in Society : Variationist
Sociolinguistics : Change,
Observation, Interpretation
1ra Wiley-Blackwell USA 426
CODE/ DATA BASE: COMMENTARY:
This book provides students with different ideas about language in society. It also shows the
relationship between languag and society and the social aspects to be considered.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL:
VIRTUAL: x
http://site.ebrary.com/lib/uta/docDetail.action?docID=10494659&p00=sociolinguistics
AUTHOR/S
ISSUED
YEAR BOOK TITLE
EDITION
NUMBER EDITORIAL CITY / COUNTRY
NUMBER
OF
PAGES
Chambers, J.K. Schilling,
Natalie
2013 Blackwell Handbooks in
Linguistics : Handbook of
Language Variation and Change
2nd Wiley-Blackwell USA 618
CODE/ DATA BASE: COMMENTARY:
The book help students with a different perspective about how language change. The book
also focuses on variation of language with lots of examples.
NUMBER
OF
ISSUES
PRINTED:
DIGITAL:
VIRTUAL: x
http://site.ebrary.com/lib/uta/docDetail.action?docID=10777211&p00=sociolinguistics

10. 10
VIII. SYLLABUS APPROVAL
Date prepared: March 18th, 2016
-------------------------------------
Lic. Mg. Ruth Elizabeth Infante Paredes
SUBJECT PROFESSOR
Date of approval: April 7th, 2016
-------------------------- -------------------------------
Lic. Mg. Dorys Cumbe Mg. Verónica Chicaiza Ph.D
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
--------------------------------
Dr. Mg. Marcelo Nuñez
Faculty Sub-Dean
Approval