| Teaching Staff
|
Dr. Öğr. Üyesi Ceyhun Karabıyık |
| Language of Instruction |
İngilizce (English) |
| Type Of Course |
Elective |
| Prerequisites |
- |
| Recommended Optional Programme Component |
- |
| Course Objectives |
The course aims to enable teacher trainees of English to analyze different genres of both written and spoken text in terms of discursive elements. |
| Course Content |
Cohesion, reference, personal reference, demonstrative reference, comparative reference, substitution, ellipsis, conjunctions, lexical cohesion, the meaning of cohesion, spoken language, conversation, turn completion, text and discourse, coherence, the ideational meta function, the six processes, schema, non-propositional meaning, making sense in conversation, sociolinguistics and language variation according to user, phonological variation, lexical variation, grammatical variation, standard English and varieties of English, language and identity, the interpersonal meta function, stance, register, register as field, tenor and mode, genre, the textual meta function, theme, theme in interrogative and imperative clauses, patterns of organization, types of themes, discourse markers, referential discourse markers, interpersonal discourse markers, structural discourse markers, cognitive discourse markers, and implicature. |
| Learning Outcomes (LO) |
At the end of the course, English teacher candidates:
1. can analyze texts for coherence and cohesion by examining actual language use in different types of discourse,
2. can discuss the contribution of coherence and cohesion in texts by examining its place in language teaching,
3. can explain the connection between discourse analysis and language teaching.
|
| Mode of Delivery |
Face to face |
| Course Outline |
| Week |
Topics |
| 1. Week |
Introduction, cohesion |
| 2. Week |
Reference, substitution, ellipsis, conjunctions, lexical cohesion |
| 3. Week |
Spoken language, conversation, turn completion, text and discourse |
| 4. Week |
Coherence, the ideational meta function, the six processes, schema |
| 5. Week |
Non-propositional meaning, making sense in conversation, sociolinguistics and language variation according to user |
| 6. Week |
Phonological variation, lexical variation, grammatical variation, standard English and varieties of English |
| 7. Week |
Language and identity, the interpersonal meta function, stance |
| 8. Week |
Mid-term exam |
| 9. Week |
Register |
| 10. Week |
Register as field, tenor and mode, genre |
| 11. Week |
The textual meta function, theme, theme in interrogative and imperative clauses, patterns of organization |
| 12. Week |
Types of themes, discourse markers, referential discourse markers, interpersonal discourse markers, structural discourse markers, cognitive discourse markers |
| 13. Week |
Implicature |
| 14. Week |
Final exam |
|
| Assessment |
| |
Percentage(%) |
| Mid-term (%) |
40 |
| Quizes (%) |
|
| Homeworks/Term papers (%) |
|
| Practice (%) |
|
| Labs (%) |
|
| Projects/Field Work (%) |
|
| Seminars/Workshops (%) |
|
| 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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