التعليمية
Volume 16, Numéro 1, Pages 205-220
2026-06-07
One Module, Two Disciplines: Exploring The Pedagogical Effects Of A Combined Linguistics–phonetics Course For First- And Second-year Efl Licence Students In Algeria
Authors : Belaid Bekhta . Agha Yasser .
Abstract
This theoretical study explores the recent curricular reforms in Algerian EFL higher education, which have merged linguistics and phonetics—previously independent modules—into a single course for first-year (L1) and second-year (L2) Licence students. It examines whether this integration enhances learning or poses additional cognitive and pedagogical challenges. Based on research in linguistics, phonetics, and applied linguistics, the study analyzes the progression and density of content, including foundational concepts, levels of analysis, major linguistic schools, articulatory mechanisms, phonetic transcription, and suprasegmental features such as stress, rhythm, and intonation. The discussion addresses conceptual and cognitive challenges, curriculum sequencing, content pacing, and learner engagement. By investigating semester-wise content progression, the article offers insights into the advantages and limitations of the integrated module, contributing to debates on curriculum coherence and instructional design in EFL university programs.
Keywords
Module integration ; curriculum coherence ; cognitive load ; university EFL contexts ; disciplinary convergence
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