FLE333 INTRODUCTION TO SYNTAX
Course Code: | 4500333 |
METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
ECTS Credit: | 5.0 |
Department: | Foreign Language Education |
Language of Instruction: | English |
Level of Study: | Undergraduate |
Course Coordinator: | Prof.Dr. MARTINA GRACANIN YÜKSEK |
Offered Semester: | Fall Semesters. |
Course Objectives
The class will put an emphasis on a scientific approach to exploring human language. The students will familiarize themselves with the basics of the contemporary syntactic theory. These comprize: constituency, the structure of phrases (Phrase Structure Rules, heads, complements, specifiers), the basics of syntactic movement.
Course Content
Basic notions of generative syntax within the framework of Principles and Parameters and Minimalist program. The course will enable students to work with linguistic data from a variety of languages, including but not restricted to English, make generalizations over the data, form hypotheses that can explain the generalizations, and test the hypotheses on more data in order to reach a (tentative) conclusion.
Course Learning Outcomes
At the end of the course, successful students will be able to perfor syntactical analysis of sentences in familiar and unfamiliar languages (decide whether the language is head-initial or head-final, draw syntactic trees for sentences in different languages), infer reasons for ungrammaticality of ill-formed utterances, make predictions about the grammar of particular languages.
Program Outcomes Matrix
Level of Contribution | |||||
# | Program Outcomes | 0 | 1 | 2 | 3 |
1 | Make appropriate pedagogical decisions in accordance with their particular English teaching context (i.e. Age, setting, location, and learner background) based on a contemporary repertoire of language teaching approaches and methods. | ✔ | |||
2 | Critically analyze linguistic, literary, cultural, and historical issues when selecting, developing, and using course materials and assessment instruments. | ✔ | |||
3 | Based on their familiarity with educational sciences, literature, and linguistics, establish cross-disciplinary connections and develop critical intellectual curiosity. | ✔ | |||
4 | Identify and generate solutions for specific language-related problems which learners of English may face at different proficiency levels. | ✔ | |||
5 | Individually and collaboratively design, conduct, and report small-scale educational research projects by employing relevant research methods in the investigation of language with teachers from local, national or international contexts. | ✔ | |||
6 | Demonstrate awareness of individual, (multi) cultural, and psycho-social diversity in learning environments and adapt to different local contexts. | ✔ | |||
7 | Analyze and address professional challenges based on an awareness of global systems and comparisons of educational systems. | ✔ | |||
8 | Fluently and accurately use all receptive and productive English language skills at an advanced level for effective daily and academic communication. | ✔ | |||
9 | Effectively translate a diverse set of English and Turkish discourses considering context-specific elements. | ✔ | |||
10 | Utilize experiences of learning a foreign language other than English for developing an awareness of language learning processes. | ✔ | |||
11 | With self-confidence, effectively communicate with students and other stakeholders in educational settings. | ✔ | |||
12 | Engage in reflective teaching, self-evaluation, and ongoing professional development. | ✔ | |||
13 | Select and utilize appropriate instructional technologies and information literacy skills to increase the effectiveness of foreign language teaching. | ✔ | |||
14 | Promote creativity, understanding, cooperation, and equity to establish a positive classroom environment. | ✔ | |||
15 | Develop a critical and multicultural perspective to language and language-related issues emerging from global English contexts. | ✔ |
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution