| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT5012 | Discourse Analysis and Second Language Education | Fall | 3 | 0 | 3 | 12 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi ENİSA MEDE |
| Course Objectives: | ELT 5012 continues with themes introduced in ELT 5008 and ELT 5006 by addressing the context and the deeper connotations of language. A Greater understanding of the interplay between power, language, and participation will allow the student-teacher to guide his/her students to more effective communication. |
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The students who have succeeded in this course; Competence in methods of discourse analysis and familiarity with their relevance to second language education will equip the student-teacher with the following tools: 1. a deeper focus on the semantic, syntactic, and phonological characteristics of written English discourse 2. an awareness of these aspects in spoken English discourse 3. an appreciation for differences between elements of prescriptive and descriptive English grammar 4. the ability for student-teachers to alter their own classroom discourse and to train linguistic sensitivity to cultural and psychological implications. |
| Embedded in an understanding of cultural context and pragmatics, the content of ELT 5012 borrows from the fields of sociolinguistics and psycholinguistics to enhance classroom communication. The syllabus draws from general textbooks as well as articles written about specific Turkish contexts; students are encouraged to explore these factors as they relate to other cultures familiar to them. Students also analyze and produce spoken and written language in ways that demonstrate an ability to manipulate these factors. |
| Week | Subject | Related Preparation | |
| 1) | Course Introduction Analysis of a narrative structure | ||
| 2) | A general overview of discourse analysis as it relates to written, spoken, and phonological language | McCarthy Chapter 1: What is Discourse Analysis? | |
| 3) | Analysis of grammar in discourse | McCarthy Chapter 2: Discourse Analysis and Grammar | |
| 4) | Analysis of vocabulary in discourse | McCarthy Chapter 3: Discourse Analysis and Vocabulary | |
| 5) | Analysis of phonological elements of discourse | McCarthy Chapter 4: Discourse Analysis and Phonology | |
| 6) | Review of McCarthy Chapters 1-4; putting the information together; In-class analysis of texts | Refer to the chapters 1-4 of the McCarthy text | |
| 7) | Analysis of discourse in spoken language | McCarthy Chapter 5: Spoken Language | |
| 8) | Analysis of discourse in written texts | McCarthy Chapter 6: Written Language | |
| 9) | Discourse Analysis and Teaching (Rex et al. and McCarthy) | Rex, L. A., Murnen, T. J., Hobbs, J., McEachen, D. (2002). Teacher’s pedagogical stories and the shaping of classroom participation: “The Dancer” and “Graveyard Shift at the 7-11.” | |
| 10) | Discourse Analysis and Teaching (Continued) | Juzwik, M.M. (2006). Performing Curriculum: Building ethos through narrative in pedagogical discourse. | |
| 11) | Discourse Analysis vs. Critical Discourse Analysis | Van Dijk, T.A. Critical Discourse Analysis pp. 352-371 | |
| 12) | An analysis of the aspects of racist discourse | Wodak, R. & Reisigl, M. Discourse and Racism pp. 372-397. | |
| 13) | Analysis of political discourse | Wilson, J. Political Discourse pp. 398-415. | |
| 14) | Analysis of media discourse | Cotter, C. Discourse and Media pp. 416-436 | |
| Course Notes: | |
| References: | Jaworski, A. and Coupland, N. (eds). 1999. The Discourse Reader. London: Routledge. Rogers, R. (2004). An Introduction to Critical Discourse Analysis in Education. Mahwah, NJ: Lawrence Erlbaum. Schiffrin, D., Tannen, D., and Hamilton, H. E. (eds). The Handbook of Discourse Analysis. Malden, MA: Blackwell Publishing. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 16 | % 40 |
| Presentation | 5 | % 15 |
| Project | 20 | % 35 |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | % 0 | |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 65 | |
| PERCENTAGE OF FINAL WORK | % 35 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| 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 | 0 | 0 | 0 |
| Presentations / Seminar | 1 | 3 | 3 |
| Project | 3 | 20 | 60 |
| Homework Assignments | 4 | 8 | 32 |
| Quizzes | 3 | 6 | 18 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 2 | 20 | 40 |
| Jury | 0 | 0 | 0 |
| Final | 0 | 0 | 0 |
| Total Workload | 195 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |