| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Lınguıstıcs II | ELT 204 | 4 | 2 + 0 | 2 | 3 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | İngilizce |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Doç.Dr. MELİHA RABİYE ŞİMŞEK |
| Dersi Verenler | Prof.Dr. FİRDEVS KARAHAN, |
| Dersin Yardımcıları | Res. Asst. Ali İlya Res. Asst. Merve Yıldız |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | 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).
|
| Dersin İçeriği | 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. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 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, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 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 |
| Kaynaklar | |
|---|---|
| Ders Notu | Akmajian, A. & R.A. Demers, A.K. Farmer, R.M. Harnish. (1997). An Introduction to Language and Communication. USA: The MIT Press. Benham, B. (1996). Studying Linguistics: A workbook. AEIN Publication. Crystal, D. (2005). How language works. London: Penguin Books Ltd. Crystal, D. (2011). A Dictionary of Linguistics and Phonetics (6th ed.). Oxford: Blackwell Publishing. Finch, G. (2000). Linguistic terms and concepts. New York: Palgrave. Hudson, G. (2000). Essential Introductory Linguistics. UK: Blackwell. Meyer, C. F. (2009). Introducing English Linguistics. Cambridge: Cambridge University Press. Pinker, S. (2007). The Language Instinct: How the Mind Creates Language. New York, NY: Harper Perennial Modern Classics. Radford, A., Atkinson, M., Britain, D., Clahsen, H., & Spencer, A. (2009). Linguistics: An introduction (2nd ed.). Cambridge: Cambridge University Press. Tercanlıoğlu, L. (1999). Linguistics for TEFL students. Erzurum: Atatürk Üniversitesi Yayınları. Todd, L. (1987). An Introduction to Linguistics. Singapore: Longman. Trask, R.L. (1999). Language: The Basics (2nd ed.). GB: Routledge. |
| Ders Kaynakları | 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. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 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. | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 50 |
| 1. Kısa Sınav | 10 |
| 2. Kısa Sınav | 20 |
| 3. Kısa Sınav | 20 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| 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 |
| Toplam İş Yükü | 75 | ||
| Toplam İş Yükü / 25 (Saat) | 3 | ||
| Dersin AKTS Kredisi | 3 | ||