ELT522 LEXICAL SEMANTICS
| Course Code: | 8200522 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 8.0 |
| Department: | English Language Teaching |
| Language of Instruction: | English |
| Level of Study: | Graduate |
| Course Coordinator: | Assoc.Prof.Dr. DUYGU SARISOY |
| Offered Semester: | Fall and Spring Semesters. |
Course Objectives
At the end of this course, the student will learn:
- basic concepts to understand the relation between meaning and lexicon and the lexical semantics of English verbs.
- the role that the lexicon has in determining the form of the syntactic structure
- how the link between the lexical information and its syntactic projection may be encoded
- about the aspects of English grammar that are problematic for second language learners, and in particular for L1 Turkish speakers of English.
Course Content
History of lexical semantics, arguments and theta-roles; lexical conceptual structures; verb classes and alternations; lexical aspects; events; unaccusativity; ergativity; linking from lexicon to syntax.
Course Learning Outcomes
Student, who passed the course satisfactorily will be able to:
- identify basic concepts to understand the relation between meaning and lexicon and the lexical semantics of English verbs.
- formulate the role that the lexicon has in determining the form of the syntactic structure
- describe how the link between the lexical information and its syntactic projection may be encoded
- discuss about the aspects of English grammar that are problematic for second language learners, and in particular for L1 Turkish speakers of English.
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | demonstrate awareness of theoretical and applied knowledge about contemporary approaches, methods and techniques and use this awareness effectively in practice for various educational settings. | ✔ | |||
| 2 | synthesize, critically assess, and improve theoretical and practical findings on contemporary research. | ✔ | |||
| 3 | evaluate the existing instructional procedures, methods and techniques and make suggestions to improve new ones. | ✔ | |||
| 4 | carry out studies with a scientific point of view in order to meet the educational needs in national and international contexts with the aim of making contributions to the field. | ✔ | |||
| 5 | demonstrate the necessary skills to conduct independent research with scientific research methods and share research findings at academic meetings or other settings both orally and in written form. | ✔ | |||
| 6 | evaluate national and international instructional materials, exams and programs and design new ones. | ✔ | |||
| 7 | analyze innovative theories, applications and tools, and conduct research to suggest new ones. | ✔ | |||
| 8 | investigate the cultural differences and similarities that can be found in countries where English is spoken as native, second and foreign language, and use this knowledge to improve national English learning and teaching practices. | ✔ | |||
| 9 | analyze the theories and applications about the acquisition of English language as a second and foreign language and applied linguistics, and use this knowledge in relation to English language teaching and learning. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution