| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Dıscourse Analysıs and Language Teachıng | ELT 012 | 0 | 2 + 0 | 2 | 4 |
| Ön Koşul Dersleri | None. |
| Önerilen Seçmeli Dersler | None. |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Dr.Öğr.Üyesi RIZWAN UL HUQ |
| Dersi Verenler | Dr.Öğr.Üyesi RIZWAN UL HUQ, |
| Dersin Yardımcıları | |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | This course offers some ways of utilizing discourse analysis that is among the main subject matters of textlinguistics in the field of language teaching, explains the related terms through examplification, and aims at promoting students to think about the relationship between two disciplines and develop their own attitudes towards the area. |
| Dersin İçeriği | The definition of the term "discourse analysis," analysis of discourses embedded in different texts, the relationship between DA and ELT, and an emphasis the implications of DA on ELT task development. |
| Kalkınma Amaçları |
|---|
|
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Upon the successful completition of the course, the students will be able to gain a knowledge of the basic terms related to discourse analysis. | Lecture, Brain Storming, Motivations to Show, | True False Tests, Short Answer Tests, |
| 2 | The students will be able to understand contexts, functions, speech act and elements of communication. | Motivations to Show, Brain Storming, Lecture, | Short Answer Tests, True False Tests, |
| 3 | The students will develop language awareness through a close analysis of the daily expressions in Turkish and English speaking communities. | Motivations to Show, Brain Storming, Lecture, | Short Answer Tests, True False Tests, |
| 4 | The students will be able to explain and discuss the term "discourse analysis" and related concepts with examples. | Brain Storming, Question-Answer, Lecture, | Short Answer Tests, True False Tests, |
| 5 | The students will appreciate the importance of the role of linguistics, particularly Discourse Analysis the area of language teaching. | Sightseeing, Motivations to Show, Educational Play, Self Study, Brain Storming, | Short Answer Tests, Written Exams (Short and Long Answer), |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | What is Discourse Analysis? | |
| 2 | Formal Links | Chapter 2 |
| 3 | Why Formal Links are not Enough? | Chapter 3 |
| 4 | Two Views of Discourse Structure: as product and as process | Chapter 4 |
| 5 | Discourse as Dialogue & Knowledge in Discourse | Chapters 5 & 6 |
| 6 | Two Approaches to Developing Discourse Skills | Chapter 7 |
| 7 | Focusing on Senders and Receivers | Chapter 8 |
| 8 | The Mid-term | |
| 9 | Discourse Type and Discourse Part | Chapter 9 |
| 10 | Managing Conversation | Chapter 10 |
| 11 | Focusing on Cohesion | Chapters 11 |
| 12 | General Discourse Activities | Chapter 12 |
| 13 | Developing Discourse in the Classroom | Chapter 13 |
| 14 | Wrap up and the Questions on the Final |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | Cook, G. (1992). Discourse (3rd Edition). Oxford: OUP. |
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 6 | Analyzes and evaluates foreign language teaching programs in their own context by choosing appropriate approaches. | X | |||||
| 7 | Prepares and implements appropriate assessment and evaluation tools for foreign language teaching and development of students. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| # | Ders Öğrenme Çıktılarının Program Çıktılarına Katkısı | PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | PÇ 9 | PÇ 10 | PÇ 11 | PÇ 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | Upon the successful completition of the course, the students will be able to gain a knowledge of the basic terms related to discourse analysis. | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| 2 | The students will be able to understand contexts, functions, speech act and elements of communication. | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 4 | 5 | 5 |
| 3 | The students will develop language awareness through a close analysis of the daily expressions in Turkish and English speaking communities. | 5 | 5 | 1 | 5 | 5 | 5 | 4 | 5 | 4 | 5 | 5 | 5 |
| 4 | The students will be able to explain and discuss the term "discourse analysis" and related concepts with examples. | 5 | 4 | 2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| 5 | The students will appreciate the importance of the role of linguistics, particularly Discourse Analysis the area of language teaching. | 5 | 5 | 2 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 60 |
| 1. Kısa Sınav | 40 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 14 | 2 | 28 |
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 1 | 14 |
| Mid-terms | 1 | 15 | 15 |
| Assignment | 1 | 0 | 0 |
| Final examination | 1 | 29 | 29 |
| Oral Examination | 1 | 1 | 1 |
| Quiz | 1 | 10 | 10 |
| Toplam İş Yükü | 97 | ||
| Toplam İş Yükü / 25 (Saat) | 3,88 | ||
| dersAKTSKredisi | 4 | ||