FLE433 ADVANCED SYNTAX
| Course Code: | 4500433 |
| 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 or Spring Semesters. |
Course Objectives
The course will familiarize the students with the contemporary syntactic theory in the generative tradition, including topics such as locality, Theta-theory, Case-theory, structure preservation.
Course Content
The course is a continuation of FLE 333 Introduction to Syntax, in which students are introduced to the ideas underlying the generative tradition and where they attain basic knowledge of generative syntax, including the notions of phrase structure (head, complement, specifier), structural relations between elements in a syntactic structure, constituency, lexical and functional categories/projections, subcategorization (selection), Theta theory, head movement. The topics covered in FLE 433 include more advanced concepts in syntactic theory, such as Binding theory, Case theory, passivization, local and long distance (A and A) movement, and related notions such as syntactic locality, successive cyclicity, islandhood, quantifier raising. The course will advance students proficiency in syntactic analysis, with an emphasis on individual research, as well as provide them with the basics of syntax-semantics interface.
Course Learning Outcomes
The course will enable students to:
- Perform syntactic analysis of the data,
- Become more familiar with the typological differences among languages,
- Understand a connection between the syntactic form and semantic interpretation,
- Conduct individual syntactic research on the topic of their choice.
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