FLE426 THE ENGLISH LEXICON
| Course Code: | 4500426 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 7.0 |
| Department: | Foreign Language Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Prof.Dr. ÇİLER HATİPOĞLU |
| Offered Semester: | Spring Semesters. |
Course Objectives
At the end of this course students will
(1) learn and use basic terms and concepts related to discourse, semantics and syntax appropriately where/when necessary
(2) describe and categorise the main topics that native speakers of Turkish have difficulties with while learning English
(3) engage in various analyses and practices showing the relationship between lexicon, morpho-syntax and discourse in Turkish and English
(4) read, summarize and analyse research examining discoursal, syntactic and semantic properties of English and Turkish
(5) acquire skills necessary for evaluating the discoursal, syntactic and semantic features of various texts produced by natives speakers of Turkish learning English and natives speakers of English
Course Content
An in-depth analysis of the relation between lexical semantics, clause structure and discourse in English, with a focus on aspects of English grammar that are problematic for second language learners. Argument structure: types of verbs and passivisation. Lexical aspect and discourse: types of lexical aspect; aspect in discourse; adverbial modification. The syntax and the semantics of the noun phrase in English: definiteness, quantifiers, subject-verb agreement; definiteness; specificity; genericness.
Course Learning Outcomes
On successful completion of this course, students will be able to
(1) use linguistic terms and concepts related to discourse, semantics and syntax appropriately where/when necessary
(2) successfully describe and categorise the main topics that native speakers (NS) of Turkish have difficulties with while learning English
(3) discuss the importance of material and topic selection for the successful teaching of discourse, semantics and syntax to groups of NS of Turkish learning English with various profiles
(4) describe in detail the relationship between the lexicon, morpho-syntax and discourse of English and Turkish
(5) list the features of various word categories in English and apply this knowledge during the analysis of various texts written in Turkish and English
(6) compare and contrast the use of various groups of cohesive devices in English
(7) summarize accessibility hierarchy and prepare teaching materials and methods that will facilitate the teaching of relative clauses in English to NS of Turkish
(8) infer the difficulties that NS of Turkish will experience while learning motion verbs in English
(9) prepare teaching materials and techniques that will help NS of Turkish while learning motion verbs in English
(10) discriminate the sub-categories of unaccusative and unergative verbs in Turkish and English
(11) produce ‘discursively’ correct texts in English because of the increased awareness of the semantics and syntax of English
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