| ENGLISH LANGUAGE TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT2213 | Introduction to Linguistics | Fall | 2 | 0 | 2 | 5 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Must Course |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi SERKAN UYGUN |
| Course Objectives: | There are almost seven thousand languages in the world, some very large and well-known, some tiny, hovering on the brink of extinction. What do these languages have in common and why do they show recurrent commonalities and principled differences? Why study many languages rather than just one or two? What do these languages tell us about the human ability for speaking and thinking? How does a language develop and how does it die? And the most important question: What does it mean to know a language: ability to understand it, say something in it, or have intuitions about what is right or wrong in it? Where do these skills come from? What do natural languages tell us about the human ability for speaking and thinking? This course addresses these questions by providing the students with an introduction to the study of language, structural properties of languages, the relationship between language and the mind, and the uniqueness of language to humans. We will start with some basics of linguistic theory and analysis, just enough to help us understand the complexity of language material that will be discussed later in the course, and will then discuss and analyze some linguistic phenomena—starting from our familiar English and Turkish to some “exotic” languages. |
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The students who have succeeded in this course; At the end of the course, you will be able to: 1. analyze the basic concepts of linguistic analysis and identify the sub-branches of linguistics, 2. examine the question 'what does it mean to know a language?', 3. employ a comparative analysis of mother tongue and foreign language with respect to nature, structure and use, 4. discuss creativity of linguistic knowledge and arbitrariness of language, 5. investigate the acoustic and auditory properties of sounds (phonetics) and recognize IPA symbols, 6. describe vowels and consonants in terms of their phonetic properties (manner of articulation, place of articulation, voicing etc.), 7. inspect the patterns of speech sounds (phonology) including assimilation and dissimilation, and differentiate between the (unconscious) knowledge of sounds (phonology = phoneme) and production of sounds (phonetics = phone), 8. assess the unconscious knowledge of morphemes and words (morphology), and break down the internal hierarchical structure of words, 9. demonstrate a morphological analysis about various languages regarding free vs bound morphemes, inflectional morphemes vs derivational morphemes, 10. apply a morpho-phonological analysis of word structures, primarily from Turkish and English, 11. uncover the internal hierarchical structure of sentences (syntax) and draw the syntactic trees of sentences from English, 12. employ the Transformational-Generative Grammar to demonstrate the (unconscious) knowledge of phrase and clause structure, 13. demonstrate the semantic relations both at the word and sentence level regarding entailment, argument structure, theta roles etc. (semantics), 14. illustrate the analysis of language use in context with respect to deixis, conversational maxims, speech acts, presupposition, implicatures etc. (pragmatics). |
| Chapter 1: What is language? Chapter 2: Morphology: The Words of Langauge Chapter 3: Syntax: The Sentence Patterns of Language Chapter 4: The Meaning of Language Chapter 5: Phonetics: The Sounds of Language Chapter 6: Phonology: The Sound Patterns of Language |
| Week | Subject | Related Preparation | |
| 1) | Introducing the syllabus and the flow of the course | ||
| 2) | Chapter 1: What is language? What is linguistics? Mental grammar and Rules | Reading Chapter 1 | |
| 3) | Chapter 5: Phonetics Phonetics and IPA Vocal tract Consonants | Reading Chapter 5 | |
| 4) | Chapter 5: Phonetics Vowels | Reading Chapter 5 | |
| 5) | Chapter 6: Phonology Phonology Phonological Rules | Reading Chapter 6 | |
| 6) | Chapter 6: Phonology Allophone Minimal pairs | Reading Chapter 6 | |
| 7) | Chapter 2: Morphology Content words Function words Types of morphemes | Reading Chapter 2 | |
| 8) | Quiz 1: Phonetics and Phonology | Preparing for Quiz 1 | |
| 9) | Chapter 2: Morphology Word formation Inner structure of words | Reading Chapter 2 | |
| 10) | Chapter 2: Morphology Morpho-phonology Writing rules | Reading Chapter 2 | |
| 11) | Chapter 3: Syntax Constituency Tests | Reading Chapter 3 | |
| 12) | Chapter 3: Syntax Syntactic trees Ambiguous sentences | Reading Chapter 3 | |
| 13) | Quiz 2: Morphology and Syntax | Preparing for Quiz 2 | |
| 14) | Chapter 4: Semantics & Pragmatics | Reading Chapter 4 | |
| Course Notes: | Fromkin, V., Rodman, R., & Hyams, N. (2014). An Introduction to Language, (10th ed.), Cengage Learning |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | 2 | % 40 |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 50 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 14 | 3 | 42 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 5 | 2 | 10 |
| Quizzes | 2 | 10 | 20 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 20 | 20 |
| Total Workload | 120 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | 1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. | 1 |
| 2) | 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. | 5 |
| 3) | 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
| 4) | 4. develop English language teaching materials according to the needs of the learners with a critical perspective. | 1 |
| 5) | 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. | |
| 6) | 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | 2 |
| 7) | 7. Design English language teaching curriculum and lesson plans. | |
| 8) | 8. Organize effective classrooms that promote English language learning. | 1 |
| 9) | 9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. | 2 |
| 10) | 10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. | 1 |
| 11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | 4 |
| 12) | 12. Take into consideration professional and ethical rules and principles. | 5 |
| 13) | 13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. | 2 |
| 14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | 1 |
| 15) | 15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. | 4 |
| 16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. | 2 |