Course Name Code Semester T+U Hours Credit ECTS
Linguistics II ELT 204 4 2 + 0 2 3
Precondition Courses <p> None</p>
Recommended Optional Courses <p> None</p>
Course Language English
Course Level Bachelor's Degree
Course Type Compulsory
Course Coordinator Prof.Dr. FİRDEVS KARAHAN
Course Lecturers Prof.Dr. FİRDEVS KARAHAN,
Course Assistants

Res. Asst. Ali İlya

Res. Asst. Merve Yıldız

Course Category
Course Objective

Linguistics II is a continuation of Linguistics I, and the general aim of this course is to build upon the knowledge that the future foreign language teachers gain in Linguistics I (which is offered in the Fall semester).


More specifically, the aims of this course comprise the following: One of the aims of this course is (1) to familiarize future foreign language teachers with the traditional subfields (i.e., sub-branches) of linguistics including Pragmatics (language in context) and Discourse Analysis, and their use in foreign language teaching. Furthermore, it aims (2) to familiarize the students with the relationship between language and the brain as well as to help them learn the concepts and principles of Neurolinguistics. (3)  It also aims to teach the underlying processes and different theories that account for not only first language acquisition but also second language acquisition/learning. (4) The course also aspires to help the student to gain a firm understanding of language history, its change over time, and the diversity of languages with a focus on the English language. Within this scope, it is also aimed to teach the different accents and dialects of English spoken around the world. Moreover, (5) another aim is to help the students comprehend the influence of regional, social, and cultural factors on language. Lastly, (6) it aims to teach the relationship among language, culture, and society by focusing on the discussion of how closely they are intertwined and interdependent.

Course Content

This course (Linguistics II) is a continuation of ELT 203 Linguistics I, and primarily focuses on the process of language development and change. The content of the course includes having a thorough understanding of the processes of first language acquisition and second language acquisition/learning. The course starts with a brief revision of the sub-branches covered in Linguistics I (Phonetics, Phonology, Morphology, Syntax, and Semantics). Subsequent to the revision, it continues elaborating upon the other subfields (i.e., sub branches) of linguistics including Pragmatics and Discourse Analysis. Afterward, the field of Neurolinguistics and the relationship between language and the brain (language areas in the brain, tongue tips and slips, aphasia, the critical period) are covered in depth. The relevance of the field of linguistics to language acquisition theories and language teaching methods is also among the topics covered in this course. The course content also elaborates upon how languages develop as well as the theoretical perspectives on how first language acquisition and second language acquisition/learning take place. Accordingly, the underlying processes and different theories that account for both first language acquisition and second language acquisition/learning are covered briefly. The remainder of the course focuses on language history and change, language families, and the influence of regional, social, and cultural factors on language, all of which are discussed in depth. The history of English including Old English, Middle English, Early Modern and Modern English as well as the diversity of languages, and different accents and dialects of English are also elaborated upon within this course. The relationship among language, culture, and society is among the contents which are covered as a part of this course.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 are acquainted with the important linguistic and technical terms, and crucial linguistic concepts within the scope of the field of Linguistics, and explain and use them appropriately where and when necessary. Lecture, Question-Answer, Discussion, Drilland Practice, Testing, Homework,
2 have a firm knowledge of the subfields of traditional Linguistics (Pragmatics and Discourse Analysis). Lecture, Question-Answer, Discussion, Drilland Practice, Testing, Homework,
3 defines and explains the concepts and principles of Pragmatics and Discourse Analysis, and examine the features of various linguistic data using pragmatic and discourse analysis criteria. Lecture, Question-Answer, Discussion, Drilland Practice, Testing, Homework,
4 engage with the analysis of raw linguistic data and applies the techniques used in the analysis of language. Lecture, Question-Answer, Discussion, Drilland Practice, Demonstration, Motivations to Show, Group Study, Case Study, Self Study, Testing, Homework, Performance Task,
5 define and explain the concepts and principles of Neurolinguistics. Lecture, Question-Answer, Discussion, Drilland Practice, Testing, Homework,
6 know and explain the process of language acquisition and second language acquisition/learning as well as know their main stages. Lecture, Question-Answer, Discussion, Drilland Practice, Testing, Homework,
7 know the process of language development in human beings. Lecture, Question-Answer, Discussion, Drilland Practice, Testing, Homework,
8 are familiar with the tenets of language. Lecture, Question-Answer, Discussion, Drilland Practice, Testing, Homework,
9 know the history of language, and its change throughout time. Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, Testing, Homework,
10 know the major language families. Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, Testing, Homework,
11 are acquainted with the history of English including Old English, Middle English, Early Modern and Modern English. Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, Testing, Homework,
12 are able to explain how regional, social, and cultural characteristics affect language and lead to language change. Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, Testing, Homework,
13 know the diversity of languages, and different accents and dialects of English. Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, Testing, Homework,
14 explain the influence of language on culture and society. Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, Testing, Homework,
Week Course Topics Preliminary Preparation
1 Introduction to the course and revision of the topics covered in Linguistics I
2 Pragmatics Yule, G. (2010). The study of language (Chapter 10: Pragmatics)
3 Discourse Analysis Yule, G. (2010). The study of language (Chapter 11: Discourse analysis)
4 Discourse Analysis (contd.) Yule, G. (2010). The study of language (Chapter 11: Discourse analysis) (contd.)
5 Language and the brain (Neurolinguistics, language areas in the brain, tongue tips and slips, aphasia, the critical period) Yule, G. (2010). The study of language (Chapter 12: Language and the brain)
6 First language acquisition Yule, G. (2010). The study of language (Chapter 13: First language acquisition)
7 Second language acquisition/learning Yule, G. (2010). The study of language (Chapter 14: Second language acquisition/learning)
8 Midterm exams
9 Language history and change Yule, G. (2010). The study of language (Chapter 17: Language history and change)
10 Language and regional variation Yule, G. (2010). The study of language (Chapter 18: Language and regional variation)
11 Language and regional variation (contd.) Yule, G. (2010). The study of language (Chapter 18: Language and regional variation) (contd.)
12 Language and social variation Yule, G. (2010). The study of language (Chapter 19: Language and social variation)
13 Language and culture Yule, G. (2010). The study of language (Chapter 20: Language and culture)
14 Revision
Resources
Course Notes <p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt;"> <span id="docs-internal-guid-6fc3b9ef-7fff-806a-0c06-bbda080e29a7"><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Akmajian, A. &amp; R.A. Demers, A.K. Farmer, R.M. Harnish. (1997). An Introduction to Language and Communication. USA: The MIT Press.</span></span></p> <p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt;"> <span id="docs-internal-guid-6fc3b9ef-7fff-806a-0c06-bbda080e29a7"><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Benham, B. (1996). Studying Linguistics: A workbook. AEIN Publication.</span></span></p> <p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt;"> <span id="docs-internal-guid-6fc3b9ef-7fff-806a-0c06-bbda080e29a7"><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Crystal, D. (2005). How language works. London: Penguin Books Ltd. </span></span></p> <p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt;"> <span id="docs-internal-guid-6fc3b9ef-7fff-806a-0c06-bbda080e29a7"><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Crystal, D. (2011). A Dictionary of Linguistics and Phonetics (6th ed.). Oxford: Blackwell Publishing.</span></span></p> <p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt;"> <span id="docs-internal-guid-6fc3b9ef-7fff-806a-0c06-bbda080e29a7"><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Finch, G. (2000). </span><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; font-style: italic; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Linguistic terms and concepts</span><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">. New York: Palgrave.</span></span></p> <p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt;"> <span id="docs-internal-guid-6fc3b9ef-7fff-806a-0c06-bbda080e29a7"><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Hudson, G. (2000). Essential Introductory Linguistics. UK: Blackwell.</span></span></p> <p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt;"> <span id="docs-internal-guid-6fc3b9ef-7fff-806a-0c06-bbda080e29a7"><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Meyer, C. F. (2009). Introducing English Linguistics. Cambridge: Cambridge University Press.</span></span></p> <p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt;"> <span id="docs-internal-guid-6fc3b9ef-7fff-806a-0c06-bbda080e29a7"><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Pinker, S. (2007). </span><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; color: rgb(17, 17, 17); font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">The Language Instinct: How the Mind Creates Language. </span><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; color: rgb(30, 30, 30); font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">New York, NY: Harper Perennial Modern Classics.</span></span></p> <p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt;"> <span id="docs-internal-guid-6fc3b9ef-7fff-806a-0c06-bbda080e29a7"><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Radford, A., Atkinson, M., Britain, D., Clahsen, H., &amp; Spencer, A. &nbsp;(2009). Linguistics: An introduction (2nd ed.). Cambridge: Cambridge University Press.</span></span></p> <p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt;"> <span id="docs-internal-guid-6fc3b9ef-7fff-806a-0c06-bbda080e29a7"><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Tercanlıoğlu, L. (1999). Linguistics for TEFL students. Erzurum: Atat&uuml;rk &Uuml;niversitesi Yayınları.</span></span></p> <p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt;"> <span id="docs-internal-guid-6fc3b9ef-7fff-806a-0c06-bbda080e29a7"><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Todd, L. (1987). An Introduction to Linguistics. Singapore: Longman.</span></span></p> <p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt;"> <span id="docs-internal-guid-6fc3b9ef-7fff-806a-0c06-bbda080e29a7"><span style="font-size: 12pt; font-family: &quot;Times New Roman&quot;; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Trask, R.L. (1999). Language: The Basics (2nd ed.). GB: Routledge.</span></span></p>
Course Resources

Fromkin, V., Rodman, R., & Hyams, N. (2011). An introduction to language (9th ed.). Canada: Wadsworth, Cengage Learning.

Yule, G. (2010). The study of language (4th ed.). GB: Cambridge University Press.

 
Week Documents Description size
0 The_Study_Of_Language_4th_Ed-Yule.pdf 10.56 MB
Order Program Outcomes Level of Contribution
1 2 3 4 5
1 Explains the necessary theoretical, methodological and factual knowledge about foreign language (English) education and teaching profession and uses them to produce solution(s) to educational problems.
2 Uses language skills (reading, speaking, writing, listening skills) at a level that can communicate effectively by analyzing written and oral texts produced in foreign language (English) and mother tongue (Turkish) with a critical approach.
3 As a foreign language teacher, knows the legislation concerning the duties, rights and responsibilities and behaves in compliance with the legislation.
4 Uses the scientific methods and technologies required to follow the innovations in the field of foreign language teaching, to develop original activities and to find solution(s) to possible problems.
5 Plans the language learning process taking into account the diverse characteristics and life experiences of learners and organizes the appropriate environments and carry out the process effectively.
6 Analyzes and evaluates foreign language teaching programs in their own context by choosing appropriate approaches.
7 Prepares and implements appropriate assessment and evaluation tools for foreign language teaching and development of students.
8 Effectively uses intercultural communication skills in the process of foreign language (English) teaching and with his/her attitudes and behaviours becomes a role model for the students.
9 Actively uses the skills of learning to learn, self-regulation, lifelong learning, critical and creative thinking and redounds these skills to his/her students. Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher.
10 Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher.
11 At the end of the process of foreign language (English) education, prepares his/her students as individuals who can use foreign language as an effective communication medium in everyday life.
12 Knows the structure of the language to be taught, the rules and the various contexts in which it can be used, and uses the target language appropriately and compares it to other languages he/she has learned.
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 50
1. Kısa Sınav 20
2. Kısa Sınav 20
1. Ödev 10
Total 100
1. Yıl İçinin Başarıya 60
1. Final 40
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 16 2 32
Hours for off-the-classroom study (Pre-study, practice) 16 2 32
Mid-terms 1 2 2
Quiz 1 1 1
Assignment 1 5 5
Performance Task (Application) 1 1 1
Final examination 1 2 2
Total Workload 75
Total Workload / 25 (Hours) 3
dersAKTSKredisi 3