FLE379 INTRODUCTION TO COGNITIVE LINGUISTICS
| Course Code: | 4500379 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 4.5 |
| Department: | Foreign Language Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Lecturer Dr. SEVİL ONARAN |
| Offered Semester: | Fall and Spring Semesters. |
Course Objectives
This course is an introductory course to cognitive linguistics. Cognitive Linguistics is the study of the mind through language and the study of language as a cognitive function. Cognitive Linguistics has the goals to study how cognitive mechanisms like memory, attention and the representation of the language(s) in the mind are used during language behavior. Research in Cognitive Linguistics is multi-disciplinary; evidence is drawn from text analysis, language acquisition, language change, psycholinguistic experimentation, and brain imaging, among other sources. The purpose of this course is to provide a general orientation in Cognitive Linguistics, an understanding of its central themes and assumptions, and exposure to its empirical methods.We will discuss main issues in cognitive linguistics and some of the many connections that exist between linguistics and human cognition. The goal of this course is to lead students to a cognitive approach to the study of language and to the exploration of the relationship between linguistic structure, thought and the nature of embodied human experience. The following issues are the topics to be discussed: Language, Language and the Brain, Language Acquisition, the Mental Lexicon, the Representation of Language in the Mind
Course Content
Models for the acquisition, processing, and application of human knowledge as the object of cognitive sciences. Cognitive linguistics as the investigation of the acquisition, processing, and application of language knowledge. Grammar as a model of human language knowledge. Relations to artificial intelligence.
Course Learning Outcomes
The goal of this course is to lead students to a cognitive approach to the study of language and to the exploration of the relationship between linguistic structure, thought and the nature of embodied human experience. The following issues are the topics to be discussed: Language, Language and the Brain, Language Acquisition, the Mental Lexicon, the Representation of Language in the Mind
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