ELT531 COGNITIVE LINGUISTICS
| Course Code: | 8200531 |
| 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: | Prof.Dr. BİLAL KIRKICI |
| Offered Semester: | Fall and Spring Semesters. |
Course Objectives
By the end of the course, students will be able to:
Understand and critically evaluate the theoretical foundations of Cognitive Linguistics from a psycholinguistic perspective.
Explore how conceptual structures such as categorization, metaphor, and image schemas are represented and processed in the mind.
Investigate the psychological and neurological evidence supporting cognitive linguistic constructs.
Analyze language use and meaning-making processes through the lens of real-time language processing.
Evaluate the implications of Cognitive Linguistics for language acquisition, comprehension, and production in both L1 and L2 contexts.
Reflect on how cognitive and psycholinguistic findings can inform language teaching practices and materials.
Course Content
The course will examine models for acquisition, processing and application of knowledge as the object of cognitive linguistics, and investigate the cognitive aspects of the different branches linguistics.
Course Learning Outcomes
By the end of this course, students will be able to:
Describe key concepts and models in Cognitive Linguistics, including categorization, metaphor, and construction grammar.
Explain how language processing and representation are shaped by conceptual and cognitive structures.
Analyze linguistic phenomena using cognitive linguistic tools grounded in psycholinguistic evidence.
Critically evaluate empirical research that investigates the cognitive and neural bases of language.
Discuss how findings from cognitive and psycholinguistic research apply to L1 and L2 language development.
Integrate cognitive linguistic perspectives into language teaching and assessment practices.
Design a small-scale research task or classroom activity based on principles of cognitive and psycholinguistic language processing.
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