Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| LINGUISTICS II | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Mehdi SOLHİ |
| Name of Lecturer(s) | Assoc.Prof. Mehdi SOLHİ |
| Assistant(s) | |
| Aim | Being an important part of the teaching profession, linguistics is an important area that contributes to the individual, social and cultural development of students. The aim of this course is to introduce the components of language by entering the field of linguistics and to gain basic knowledge about linguistics. |
| Course Content | This course contains; Introduction to Linguistics II Second language acquisition,Second language acquisition,Written language,Written language study questions,Language history and change,Language history and change,Revisions Regional variation in language,Regional variation in language, Sociolinguistics,Social variation in language,Social variation in language,Speech functions, politeness, and cross-cultural communication ,Speech functions, politeness, and cross-cultural communication ,Revisions Quiz. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course students will be able to comprehend the language system | 16 | |
| learn basic concepts in linguistics | 16 | |
| understand and use the basic functions of language | 16 | |
| recognize the structural features of languages | 16 | |
| learn all the details about the pronunciations of sound patterns and sounds in English | 16 | |
| have knowledge about Phonetics, Phonology, Morphology, Syntax, Semantics and many sub-fields in Linguistics | 16 |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Linguistics II Second language acquisition | Yule (2015). p. 187-190 -Preparing a PowerPoint presentation on the purpose of the course and the contents |
| 2 | Second language acquisition | Yule (2015). p. 190-196 -Preparing a PowerPoint presentation |
| 3 | Written language | Yule (2015). p. 213-215 -Preparing a PowerPoint presentation |
| 4 | Written language study questions | Yule (2015). p. 215-221 -Preparing a PowerPoint presentation |
| 5 | Language history and change | Yule (2015). p. 227-230 -Preparing a PowerPoint presentation |
| 6 | Language history and change | Yule (2015). p. 230-237 -Preparing a PowerPoint presentation |
| 7 | Revisions Regional variation in language | Yule (2015). p. 243-244 -Preparing a PowerPoint presentation -Preparing a Kahoot game |
| 8 | Regional variation in language | Yule (2015). p. 243-253 -Preparing a PowerPoint presentation |
| 9 | Sociolinguistics | Yule (2015). p. 257-259 -Preparing a PowerPoint presentation |
| 10 | Social variation in language | Yule (2015). p. 257-261 -Preparing a PowerPoint presentation |
| 11 | Social variation in language | Yule (2015). p. 261-266 -Preparing a PowerPoint presentation |
| 12 | Speech functions, politeness, and cross-cultural communication | Holmes (2013). p. 274-300 -Preparing a PowerPoint presentation |
| 13 | Speech functions, politeness, and cross-cultural communication | Holmes (2013). p. 274-300 -Preparing a PowerPoint presentation |
| 14 | Revisions Quiz | - Preparing a PowerPoint presentation - Preparing a Kahoot game |
| Resources |
| Holmes, J. (2013). An Introduction to Sociolinguistics (4th edition). Routledge Yule, G. (2014). The study of language (fifth edition). Cambridge University Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 2 | 4 | 8 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 4 | 8 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 6 | 12 | |||
| Quiz | 4 | 2 | 8 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 78 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(78/30) | 3 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| LINGUISTICS II | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Mehdi SOLHİ |
| Name of Lecturer(s) | Assoc.Prof. Mehdi SOLHİ |
| Assistant(s) | |
| Aim | Being an important part of the teaching profession, linguistics is an important area that contributes to the individual, social and cultural development of students. The aim of this course is to introduce the components of language by entering the field of linguistics and to gain basic knowledge about linguistics. |
| Course Content | This course contains; Introduction to Linguistics II Second language acquisition,Second language acquisition,Written language,Written language study questions,Language history and change,Language history and change,Revisions Regional variation in language,Regional variation in language, Sociolinguistics,Social variation in language,Social variation in language,Speech functions, politeness, and cross-cultural communication ,Speech functions, politeness, and cross-cultural communication ,Revisions Quiz. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course students will be able to comprehend the language system | 16 | |
| learn basic concepts in linguistics | 16 | |
| understand and use the basic functions of language | 16 | |
| recognize the structural features of languages | 16 | |
| learn all the details about the pronunciations of sound patterns and sounds in English | 16 | |
| have knowledge about Phonetics, Phonology, Morphology, Syntax, Semantics and many sub-fields in Linguistics | 16 |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Linguistics II Second language acquisition | Yule (2015). p. 187-190 -Preparing a PowerPoint presentation on the purpose of the course and the contents |
| 2 | Second language acquisition | Yule (2015). p. 190-196 -Preparing a PowerPoint presentation |
| 3 | Written language | Yule (2015). p. 213-215 -Preparing a PowerPoint presentation |
| 4 | Written language study questions | Yule (2015). p. 215-221 -Preparing a PowerPoint presentation |
| 5 | Language history and change | Yule (2015). p. 227-230 -Preparing a PowerPoint presentation |
| 6 | Language history and change | Yule (2015). p. 230-237 -Preparing a PowerPoint presentation |
| 7 | Revisions Regional variation in language | Yule (2015). p. 243-244 -Preparing a PowerPoint presentation -Preparing a Kahoot game |
| 8 | Regional variation in language | Yule (2015). p. 243-253 -Preparing a PowerPoint presentation |
| 9 | Sociolinguistics | Yule (2015). p. 257-259 -Preparing a PowerPoint presentation |
| 10 | Social variation in language | Yule (2015). p. 257-261 -Preparing a PowerPoint presentation |
| 11 | Social variation in language | Yule (2015). p. 261-266 -Preparing a PowerPoint presentation |
| 12 | Speech functions, politeness, and cross-cultural communication | Holmes (2013). p. 274-300 -Preparing a PowerPoint presentation |
| 13 | Speech functions, politeness, and cross-cultural communication | Holmes (2013). p. 274-300 -Preparing a PowerPoint presentation |
| 14 | Revisions Quiz | - Preparing a PowerPoint presentation - Preparing a Kahoot game |
| Resources |
| Holmes, J. (2013). An Introduction to Sociolinguistics (4th edition). Routledge Yule, G. (2014). The study of language (fifth edition). Cambridge University Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |