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

General course introduction information

Course Code:

AENG112

Course Name:

Discourse Analysis and Language Teaching

Course Semester:

Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	4

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Field Education

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):

Course Assistants:

Course Objective and Content

Course Objectives:

In this course, students will examine concepts, theories and techniques for discourse analysis and learn to adapt the concepts and theories they have learned to English teaching activities and materials as a foreign language. With this course, it is aimed that the students see the differences between the various types by taking into account the internal structure, the target and the reader elements in the written and oral texts, gain awareness about the interdisciplinary and intercultural differences, and have the competence to use different methods, techniques and assessment methods in English teaching.

Course Content:

In this course, students acquire theoretical and practical knowledge on discourse analysis. They reinforce this theoretical knowledge by reading important research in the literature. With the help of micro teaching, they develop their knowledge based on practice and receive feedback at the end of their presentations. Also in this course, students understand the meaning, connotation and effects that are desired to be given in the text based on the language use features in literary and non-literary written and oral texts. Comprehends the link between format, language usage features and content in various texts. Compares literary and non-literary texts.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Acquire theoretical knowledge on discourse analysis.
2 - Skills
Cognitive - Practical
1) Examines scientific researches about discourse analysis
2) Understand the similarities and differences between written and spoken texts.
3 - Competences
Communication and Social Competence
Learning Competence
1) Comprehend interdisciplinary and intercultural differences.
Field Specific Competence
Competence to Work Independently and Take Responsibility
1) Makes micro teaching by considering the concepts and theory learned
2) Gets feedback about micro teaching.

Lesson Plan

Week	Subject	Related Preparation
1)	Definition of the concepts of text, discourse and discourse analysis	Widdowson, H. G. (2007). Discourse analysis. Oxford University Press. Alba-Juez, Laura (2009). Perspectives on discourse analysis: Theory and practice (1st Edition). Cowan (Ed.) Discourse connectors and discourse markers (pp. 615-635). Cambridge University Press: Cambridge, USA. ambridge Scholars Publishing, UK. Biber, D., & Conrad, S. (2001). Register variation: A corpus approach. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.) The handbook of discourse analysis (pp. 175-196). Malden, MA & Oxford: Blackwell. Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. TEXT, 18(3), 349-382.
2)	Speech Action Theory and Its Components	Widdowson, H. G. (2007). Discourse analysis. Oxford University Press. Alba-Juez, Laura (2009). Perspectives on discourse analysis: Theory and practice (1st Edition). Cowan (Ed.) Discourse connectors and discourse markers (pp. 615-635). Cambridge University Press: Cambridge, USA. ambridge Scholars Publishing, UK. Biber, D., & Conrad, S. (2001). Register variation: A corpus approach. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.) The handbook of discourse analysis (pp. 175-196). Malden, MA & Oxford: Blackwell. Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. TEXT, 18(3), 349-382.
3)	Communicative Competence Components	Widdowson, H. G. (2007). Discourse analysis. Oxford University Press. Alba-Juez, Laura (2009). Perspectives on discourse analysis: Theory and practice (1st Edition). Cowan (Ed.) Discourse connectors and discourse markers (pp. 615-635). Cambridge University Press: Cambridge, USA. ambridge Scholars Publishing, UK. Biber, D., & Conrad, S. (2001). Register variation: A corpus approach. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.) The handbook of discourse analysis (pp. 175-196). Malden, MA & Oxford: Blackwell. Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. TEXT, 18(3), 349-382.
4)	Notation, Scheme, Reference frame	Widdowson, H. G. (2007). Discourse analysis. Oxford University Press. Alba-Juez, Laura (2009). Perspectives on discourse analysis: Theory and practice (1st Edition). Cowan (Ed.) Discourse connectors and discourse markers (pp. 615-635). Cambridge University Press: Cambridge, USA. ambridge Scholars Publishing, UK. Biber, D., & Conrad, S. (2001). Register variation: A corpus approach. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.) The handbook of discourse analysis (pp. 175-196). Malden, MA & Oxford: Blackwell. Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. TEXT, 18(3), 349-382.
5)	Subjectivity-predicate, Consistency-coherence, Preliminary and post-submissions	Widdowson, H. G. (2007). Discourse analysis. Oxford University Press. Alba-Juez, Laura (2009). Perspectives on discourse analysis: Theory and practice (1st Edition). Cowan (Ed.) Discourse connectors and discourse markers (pp. 615-635). Cambridge University Press: Cambridge, USA. ambridge Scholars Publishing, UK. Biber, D., & Conrad, S. (2001). Register variation: A corpus approach. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.) The handbook of discourse analysis (pp. 175-196). Malden, MA & Oxford: Blackwell. Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. TEXT, 18(3), 349-382.
6)	Systemic and schematic information, Quantitative-quality-relationship and procedural principles	Widdowson, H. G. (2007). Discourse analysis. Oxford University Press. Alba-Juez, Laura (2009). Perspectives on discourse analysis: Theory and practice (1st Edition). Cowan (Ed.) Discourse connectors and discourse markers (pp. 615-635). Cambridge University Press: Cambridge, USA. ambridge Scholars Publishing, UK. Biber, D., & Conrad, S. (2001). Register variation: A corpus approach. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.) The handbook of discourse analysis (pp. 175-196). Malden, MA & Oxford: Blackwell. Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. TEXT, 18(3), 349-382.
7)	Midterm
8)	Critical discourse analysis, definition, connotation	Widdowson, H. G. (2007). Discourse analysis. Oxford University Press. Alba-Juez, Laura (2009). Perspectives on discourse analysis: Theory and practice (1st Edition). Cowan (Ed.) Discourse connectors and discourse markers (pp. 615-635). Cambridge University Press: Cambridge, USA. ambridge Scholars Publishing, UK. Biber, D., & Conrad, S. (2001). Register variation: A corpus approach. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.) The handbook of discourse analysis (pp. 175-196). Malden, MA & Oxford: Blackwell. Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. TEXT, 18(3), 349-382.
9)	Collocation, sentence, semantic whole, diversity, stereotypes	Widdowson, H. G. (2007). Discourse analysis. Oxford University Press. Alba-Juez, Laura (2009). Perspectives on discourse analysis: Theory and practice (1st Edition). Cowan (Ed.) Discourse connectors and discourse markers (pp. 615-635). Cambridge University Press: Cambridge, USA. ambridge Scholars Publishing, UK. Biber, D., & Conrad, S. (2001). Register variation: A corpus approach. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.) The handbook of discourse analysis (pp. 175-196). Malden, MA & Oxford: Blackwell. Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. TEXT, 18(3), 349-382.
10)	Type change-sentence approach	Widdowson, H. G. (2007). Discourse analysis. Oxford University Press. Alba-Juez, Laura (2009). Perspectives on discourse analysis: Theory and practice (1st Edition). Cowan (Ed.) Discourse connectors and discourse markers (pp. 615-635). Cambridge University Press: Cambridge, USA. ambridge Scholars Publishing, UK. Biber, D., & Conrad, S. (2001). Register variation: A corpus approach. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.) The handbook of discourse analysis (pp. 175-196). Malden, MA & Oxford: Blackwell. Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. TEXT, 18(3), 349-382.
11)	Discourse binders and determinants	Widdowson, H. G. (2007). Discourse analysis. Oxford University Press. Alba-Juez, Laura (2009). Perspectives on discourse analysis: Theory and practice (1st Edition). Cowan (Ed.) Discourse connectors and discourse markers (pp. 615-635). Cambridge University Press: Cambridge, USA. ambridge Scholars Publishing, UK. Biber, D., & Conrad, S. (2001). Register variation: A corpus approach. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.) The handbook of discourse analysis (pp. 175-196). Malden, MA & Oxford: Blackwell. Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. TEXT, 18(3), 349-382.
12)	Statements that state probability and certainty	Widdowson, H. G. (2007). Discourse analysis. Oxford University Press. Alba-Juez, Laura (2009). Perspectives on discourse analysis: Theory and practice (1st Edition). Cowan (Ed.) Discourse connectors and discourse markers (pp. 615-635). Cambridge University Press: Cambridge, USA. ambridge Scholars Publishing, UK. Biber, D., & Conrad, S. (2001). Register variation: A corpus approach. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.) The handbook of discourse analysis (pp. 175-196). Malden, MA & Oxford: Blackwell. Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. TEXT, 18(3), 349-382.
13)	General review and evaluation	Widdowson, H. G. (2007). Discourse analysis. Oxford University Press. Alba-Juez, Laura (2009). Perspectives on discourse analysis: Theory and practice (1st Edition). Cowan (Ed.) Discourse connectors and discourse markers (pp. 615-635). Cambridge University Press: Cambridge, USA. ambridge Scholars Publishing, UK. Biber, D., & Conrad, S. (2001). Register variation: A corpus approach. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.) The handbook of discourse analysis (pp. 175-196). Malden, MA & Oxford: Blackwell. Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. TEXT, 18(3), 349-382.
14)	Final exam

Sources

Course Notes / Textbooks:

Widdowson, H. G. (2007). Discourse analysis. Oxford University Press. English
Alba-Juez, Laura (2009). Perspectives on discourse analysis: Theory and practice (1st Edition). English
Cowan (Ed.) Discourse connectors and discourse markers (pp. 615-635). Cambridge University Press: Cambridge, USA. ambridge Scholars Publishing, UK. English
Biber, D., & Conrad, S. (2001). Register variation: A corpus approach. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.) The handbook of discourse analysis (pp. 175-196). Malden, MA & Oxford: Blackwell. English
Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. TEXT, 18(3), 349-382.

References:

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	4	5	6
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
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

Learning Activity and Teaching Methods

Expression
Q&A / Discussion

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Midterms	1	% 40
Final	1	% 60
total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	2	28
Midterms	1	15	15
Final	1	20	20
Total Workload			63