FLE476 LEXICAL STRUC.&WORD FORMATION IN GERMA
| Course Code: | 4500476 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 3.0 |
| Department: | Foreign Language Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Assoc.Prof.Dr. GÜLAY CEDDEN |
| Offered Semester: | Fall and Spring Semesters. |
Course Objectives
Detailed study of word formation processes; internal structure of German words and morpheme structure; inflectional morphology, identification of lexical categories and grammatical categories; nature and types of morphemes- affixation (derivational and inflectional); phonological and syntactic influences on affixation; word formation processes in German: derivation, compounding, separable prefixes, inseparable prefixes, nouns from strong verbs, nouns from verbs with prefixes, Adjectives and Adverbs Derived from Verbs with Separable or Inseparable Prefixes, Prefixes that Are Either Separable or Inseparable, etc.
Course Aims
The course is designed to introduce you to morphology, which is the study of word formation in German. Its goal is to:
• Allow you to have a general view and understanding of morphology and its relations to other levels of grammar.
• Introduce you to the nature of morpheme, word, and its various formation processes in German.
• Help you to acquire analytical skills for all forms of word formation processes in German and other languages.
• Enable you to achieve, through comprehension and practice, skills and aptitude in analyzing different types of word structures
Course Content
The morpho-syntactic structure of German including morpho-phonemic structure, derivation and composition of words, semantic structure, and loan influence.
Course Learning Outcomes
It is expected that by the time you have finished studying this course you should be able to:
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understand the peculiar nature of morphology
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expound different types of morphemes in German
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explain the constituent structures of syllables, phonemes, morphemes and words.
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state the various types of word formation processes that exist in German
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use these lexical structures
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