English Language Teaching
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

IDEP206

Course Name:

Linguistics 2

Course Semester:

Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	3

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Yes

Type of course:

Compulsory

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Dr.Öğr.Üyesi RABİA MAHMOOD

Course Lecturer(s):

Dr.Öğr.Üyesi RABİA MAHMOOD

Course Assistants:

Course Objective and Content

Course Objectives:

• Define the basic assumptions of discourse analysis.
• Explain language and the brain.
• Explain first language acquisition.
• Explain second language acquisition.
• Gestures and sign languages.
• Define writing.
• Explain language history and change.
• Define language and regional variation.
• Define language and social variation.
• Explain language and culture.

Course Content:

This course focuses on components of linguistics: discourse analysis, interpreting discourse (cohesion, coherence, speech events), conversation analysis, the co-operative principle, background knowledge (schemas and scripts), the brain, neurolinguistics, language areas in the brain, tongue tips and slips, aphasia, dichotic listening, the critical period, first language acquisition, the acquisition schedule, the acquisition process, developing morphology, developing syntax, developing semantics, second language acquisition/learning, focus on the method, focus on the learner, communicative competence (applied linguistics), gestures and sign languages, oralism, signed English, origins of ASL, the structure of signs, the meaning of signs, ASL as a natural language, writing, pictograms and ideograms, logograms, syllabic writing, alphabetic writing, written English, language history and change, family trees, comparative reconstruction, the history of English, diachronic and synchronic change, regional variation (the standard language, accent and dialect, dialectology, bilingualism and diglosia, language planning, pidgins and creoles, social variation, sociolinguistics, speech style and style-shifting, culture, linguistic relativity, cognitive categories, gender.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) • Define the basic assumptions of discourse analysis
2) • Define the basic assumptions of discourse analysis. • Explain language and the brain. • Explain first language acquisition. • Explain second language acquisition. • Gestures and sign languages. • Define writing. • Explain language history and change. • Define language and regional variation. • Define language and social variation. • Explain language and culture.
3) • Explain language and the brain.
4) • Explain first language acquisition
5) • Explain second language acquisition
6) • Gestures and sign languages
7) • Define writing.
8) • Explain language history and change
9) • Define language and regional variation
10) • Define language and social variation.
11) • Explain language and culture.
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	• Introduce the course to the students • Getting to know T & Ss. Discuss syllabus & biblio. Discussion of Syllabus
2)	• Introduce Discourse Analysis • Discourse Analysis: interpreting discourse (cohesion, coherence, speech events), conversation analysis (turn-taking), the co-operative principle (hedges, implicatures), background knowledge (schemas and scripts).
3)	• Explain language and the brain. • Language and the brain: neurolinguistics, language areas of the brain (Broca’s area, Wernicke’s area, the motor cortex and the arcuate fasciculus, the localization view), tongue tips and slips (the tip of the tongue phenomenon, slips of the tongue, slips of the ear), aphasia (Broca’s Aphasia, Wernicke’s aphasia, conduction aphasia), dichotic listening, the critical period.
4)	• Explain first language acquisition. • First Language Acquisition: acquisition (input), the acquisition schedule (cooing and babbling, the one-word stage, the two-word stage, telegraphic speech) the acquisition process, developing morphology, developing syntax, (forming question, forming negatives), developing semantics.
5)	• Explain second language acquisition. • Second Language Acquisition/Learning (acquisition and learning, acquisition barriers, affective factors), focus on method (the grammar-translation method, the auidiolingual method, communicative approaches), focus on the learner (transfer, interlanguage, motivation, input and output), communicative competence (applied linguistics).
6)	• Introduce Gestures and sign languages. • Gestures (types of gestures), types of sign languages, oralism, signed English, origins of ASL, the structure of signs (shape and orientation, location and movemenet, primes, faces and finger spelling), the meaning of signs, representing signs, ASL as a natural language.
7)	• Introduce writing to the students. • Writing: pictograms and ideograms, logograms, (rebus writing), syllabic writing, alphabetic writing, written English (English orthography).
8)	Midterm Examination Midterm Examination (MTE)
9)	• Explain language history and change. • Language History and Change: family trees (family connections, cognates), comparative reconstruction (sound reconstruction, word reconstruction), the history of English (Old English, Middle English, sound changes, syntactic changes, semantic changes), diachronic and synchronic variation.
10)	• Introduce language and regional variation to the students. • Language and Regional Variation: the standard language, accent and dialect, dialectology (regional dialects, isoglosses and dialect boundaries, the dialect continuum), bilingualism and diglossia, language planning, pdgins and creoles (the post-creole continuum)
11)	• Introduce language and social variation to the students. • Language and Social Variation: Sociolinguistics (social dialects, education and occupation, social markers), speech style and style shifting (prestige, speech accommodation, registere and jargon, slang), African American English (vernacular language, the sounds of a vernacular, the grammar of a vernacular).
12)	• Introduce language and culture to the students. • Language and Culture: categories (kinship terms, time concepts), linguistics relativity (the Sapir-Whorf hypothesis, snow), cognitive categories (classifiers), social categories (address terms), gender (gendered words, gendered speech, gendered interaction).
13)	• REVIEW • UNITS 11-15
14)	• REVIEW • UNITS 16-20
15)	FINAL EXAMINATION

Sources

Course Notes / Textbooks:

• BAŞKAN, Özcan (1967). Lengüistik Metodu. Çağlayan Yayınları. Multilingual Yayınları, 2003.

• DEMİRCAN, Ömer (1990). Yabancı Dil Öğretim Yöntemleri. Der Yayınları, 2012.

• YULE, George (2010) 4th Ed. The Study of Langauge. Cambridge. www.cambridge.org

• YULE, George (2010) 4th Ed. The Study of Langauge. Study Guide.Cambridge. www.cambridge.org

• FROMKIN,Victoria, RODMAN, Robert, HYAMS, Nina (2014). An Introduction to Language. Tenth Edition. Wadsworth. Cengage Learning.

• RICHARDS.J., PLATT, J.,WEBER, H.1985, 1987, Longman Dictionary of Applied Linguistics.

• RICHARDS, J.C., SCHMIDT, R.(2010) 4th Ed. Longman Dictionary of Language Teaching&Applied Linguistics. pdf. docs.google.com

• İMER, K., KOCAMAN,A., ÖZSOY,A.S.(2011).Dilbilim Sözlüğü . Boğaziçi Üniversitesi Yayınları.

References:

• DEMİRCAN, Ömer (2002). Türkçenin Ses Dizimi. Der Yayınları.
• DEMİRCAN, Ömer (2005). Türkiye Türkçesinde Kök-Ek Bileşmeleri. Papatya Yayıncılık.
• ROBINS, R. H. (1967). A Short History of Linguistics. Longman.
• SAUSSURE, Ferdinand De (1916). Cours de linguistique générale. Payot. Genel Dilbilim Dersleri. Çev.: Berke Vardar. Multilingual Yayınları, 2001.
• UYGUR, Nermi (1994). Dilin Gücü. Yapı Kredi Yayınları, 2012.
• VARDAR, Berke (2001). Dilbilimin Temel Kavram ve İlkeleri. Multilingual Yayınları
• FROMKIN, Victoria, RODMAN, Robert, HYAMS, Nina (2014). An Introduction to Language.Tenth Edition. Wadseorth. Cengage Learning.

Course-Program Learning Outcome Relationship

Learning Outcomes	1	1	2	3	4	5	6	7	8	9	10
Program Outcomes
1) P1. To be able to use the language to reach the information, share the information orally and in written form
2) P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching
3) P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments
4) P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level).
5) P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment
6) P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching.
7) P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation.
8) P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully.
9) P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development
10) P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	P1. To be able to use the language to reach the information, share the information orally and in written form	5
2)	P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching	5
3)	P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments	5
4)	P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level).	5
5)	P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment	5
6)	P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching.	5
7)	P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation.	5
8)	P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully.	5
9)	P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development	5
10)	P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students	5

Learning Activity and Teaching Methods

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Oral Examination
Homework
Observation
Individual Project
Presentation
Bilgisayar Destekli Sunum
Case study presentation

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Attendance	10	% 15
Homework Assignments	10	% 25
Midterms	1	% 30
Final	1	% 30
total		% 100
PERCENTAGE OF SEMESTER WORK		% 70
PERCENTAGE OF FINAL WORK		% 30
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	2	28
Presentations / Seminar	10	1	10
Homework Assignments	20	2	40
Midterms	1	2	2
Final	1	2	2
Total Workload			82