Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| LINGUISTICS I | - | Fall 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) | Yule, G. (2014). The Study of Language (5th Edition). Cambridge University Press. |
| 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 the course Introduction to Semantics ,Semantics Task assignment,Semantics Assignment submission İntroduction to Pragmatics,Pragmatics ,Pragmatics Assignment submission,Revisions of semantics and pragmatics Introduction to Discourse analysis,Discourse Analysis,Language and the brain Neurolinguistics,Language and the brain Neurolinguistics,Phonetic alphabets (vowels and consonants),Quiz and answer check (Language and the brain),First language acquisition,First language acquisition,Quiz and check of study questions. |
| 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 | |
| have knowledge about Semantics, Pragmatics, First language acquisition, written system and some sub-fields in Linguistics. | 16 |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course Introduction to Semantics | Yule (2015). p. 110-113 Preparing a PowerPoint presentation |
| 2 | Semantics Task assignment | Yule (2015). p. 113-120 Preparing a PowerPoint presentation |
| 3 | Semantics Assignment submission İntroduction to Pragmatics | Yule (2015). p. 120-126 Preparing a PowerPoint presentation |
| 4 | Pragmatics | Yule (2015). p. 126-131 Preparing a PowerPoint presentation |
| 5 | Pragmatics Assignment submission | Yule (2015). p. 131-134 Preparing a PowerPoint presentation |
| 6 | Revisions of semantics and pragmatics Introduction to Discourse analysis | Yule (2015). p. 140-142 -Preparing a PowerPoint presentation -Preparing a Kahoot game |
| 7 | Discourse Analysis | Yule (2015). p. 140-149 -Preparing a PowerPoint presentation |
| 8 | Language and the brain Neurolinguistics | Yule (2015). p. 155-157 -Preparing a PowerPoint presentation |
| 9 | Language and the brain Neurolinguistics | Yule (2015). p. 158-163 -Preparing a PowerPoint presentation |
| 10 | Phonetic alphabets (vowels and consonants) | Preparing a PowerPoint presentation on the practice of the phonetic alphabets |
| 11 | Quiz and answer check (Language and the brain) | Yule (2015). p. 155-166 -Preparing a PowerPoint presentation Preparing a quiz |
| 12 | First language acquisition | Yule (2015). p. 170-174 -Preparing a PowerPoint presentation |
| 13 | First language acquisition | Yule (2015). p. 174-181 -Preparing a PowerPoint presentation |
| 14 | Quiz and check of study questions | -Preparing a PowerPoint presentation -Preparing a Kahoot quiz |
| Resources |
| Aronoff, M., & Rees-Miller, J. (2020). The handbook of linguistics. John Wiley & Sons. Yule, G. (2014). The Study of Language (5th 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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 4 | 8 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 5 | 10 | |||
| Quiz | 2 | 2 | 4 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 1 | 8 | 8 | |||
| Total Workload(Hour) | 76 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(76/30) | 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 I | - | Fall 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) | Yule, G. (2014). The Study of Language (5th Edition). Cambridge University Press. |
| 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 the course Introduction to Semantics ,Semantics Task assignment,Semantics Assignment submission İntroduction to Pragmatics,Pragmatics ,Pragmatics Assignment submission,Revisions of semantics and pragmatics Introduction to Discourse analysis,Discourse Analysis,Language and the brain Neurolinguistics,Language and the brain Neurolinguistics,Phonetic alphabets (vowels and consonants),Quiz and answer check (Language and the brain),First language acquisition,First language acquisition,Quiz and check of study questions. |
| 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 | |
| have knowledge about Semantics, Pragmatics, First language acquisition, written system and some sub-fields in Linguistics. | 16 |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course Introduction to Semantics | Yule (2015). p. 110-113 Preparing a PowerPoint presentation |
| 2 | Semantics Task assignment | Yule (2015). p. 113-120 Preparing a PowerPoint presentation |
| 3 | Semantics Assignment submission İntroduction to Pragmatics | Yule (2015). p. 120-126 Preparing a PowerPoint presentation |
| 4 | Pragmatics | Yule (2015). p. 126-131 Preparing a PowerPoint presentation |
| 5 | Pragmatics Assignment submission | Yule (2015). p. 131-134 Preparing a PowerPoint presentation |
| 6 | Revisions of semantics and pragmatics Introduction to Discourse analysis | Yule (2015). p. 140-142 -Preparing a PowerPoint presentation -Preparing a Kahoot game |
| 7 | Discourse Analysis | Yule (2015). p. 140-149 -Preparing a PowerPoint presentation |
| 8 | Language and the brain Neurolinguistics | Yule (2015). p. 155-157 -Preparing a PowerPoint presentation |
| 9 | Language and the brain Neurolinguistics | Yule (2015). p. 158-163 -Preparing a PowerPoint presentation |
| 10 | Phonetic alphabets (vowels and consonants) | Preparing a PowerPoint presentation on the practice of the phonetic alphabets |
| 11 | Quiz and answer check (Language and the brain) | Yule (2015). p. 155-166 -Preparing a PowerPoint presentation Preparing a quiz |
| 12 | First language acquisition | Yule (2015). p. 170-174 -Preparing a PowerPoint presentation |
| 13 | First language acquisition | Yule (2015). p. 174-181 -Preparing a PowerPoint presentation |
| 14 | Quiz and check of study questions | -Preparing a PowerPoint presentation -Preparing a Kahoot quiz |
| Resources |
| Aronoff, M., & Rees-Miller, J. (2020). The handbook of linguistics. John Wiley & Sons. Yule, G. (2014). The Study of Language (5th 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 | |