| Teaching Staff
|
Doç. Dr. Ceyhun Karabıyık |
| Language of Instruction |
İngilizce (English) |
| Type Of Course |
Elective |
| Prerequisites |
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| Recommended Optional Programme Component |
|
| Course Objectives |
The course aims to enable prospective English teachers to analyze different types of both written and spoken texts in terms of discursive elements. |
| Course Content |
Cohesion, reference, personal reference, demonstrative reference, comparative reference, substitution, ellipsis, conjunctions, lexical cohesion, meaning of cohesion, spoken language, speech, turn completion, text and discourse, cohesion, intellectual metafunction, six processes, schema, propositional non-meaningful meaning, meaning making in speech, sociolinguistics and language diversity by user, phonological diversity, lexical diversity, grammatical diversity, standard English and English varieties, language and identity, meta-personal function, stance, register, register, tenor and mood, genre, textual metafunction, theme, theme in interrogative and imperative sentences, organizational patterns, theme types, discourse markers, referential discourse markers, interpersonal discourse markers, structural discourse markers, cognitive discourse markers, and implicature. |
| Learning Outcomes (LO) |
Dersin sonunda İngilizce öğretmeni adayları: 1. farklı söylem türlerinde gerçek dil kullanımını inceleyerek metinlerde tutarlılık ve uyumluluğu analiz edebilirler, 2. metinde uyumluluk ve tutarlılığın dil öğretimindeki yerini irdeleyerek katkısını tartışabilirler, 3. söylem çözümlemesi ve dil öğretimi arasındaki bağlantıyı açıklayabilirler. |
| Mode of Delivery |
Face to face |
| Course Outline |
| Week |
Topics |
| 1. Week |
Introduction |
| 2. Week |
Reference, substitution, ellipsis, conjunctions, word agreement |
| 3. Week |
Spoken language, speech, turn completion, text and discourse |
| 4. Week |
Consistency, ideational meta function, six processes, schema |
| 5. Week |
Non-propositional meaning, meaning making in conversation, sociolinguistics, and language variation by user |
| 6. Week |
Phonological variation, lexical variation, grammatical variation, standard English and varieties of English |
| 7. Week |
Language and identity, interpersonal metafunction, posture |
| 8. Week |
Midterm |
| 9. Week |
Formality and sincerity |
| 10. Week |
Formality and sincerity as fields, tenor, mode, genre |
| 11. Week |
Textual meta function, theme, organizational patterns in interrogative and imperative sentences |
| 12. Week |
Theme types, discourse markers, referential discourse markers, interpersonal discourse markers, structural discourse markers, cognitive discourse markers |
| 13. Week |
Implication |
| 14. Week |
Final |
|
| Assessment |
| |
Percentage(%) |
| Mid-term (%) |
40 |
| Quizes (%) |
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| Homeworks/Term papers (%) |
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| Practice (%) |
|
| Labs (%) |
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| Projects/Field Work (%) |
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| Seminars/Workshops (%) |
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| Final (%) |
60 |
| Other (%) |
|
| Total(%) |
100 |
|
| Course Book (s) and/or References |
McCarthy, M. (2011). Discourse analysis for language teachers. Cambridge University Press. Sutherland, S. (2016). A beginner's Guide to Discourse Analysis. Palgrave Macmillan. |
| Work Placement(s) |
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| The Relationship between Program Qualifications (PQ) and Course Learning Outcomes (LO) |
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