ELT616 HUMAN LANGUAGE PROCESSING
| Course Code: | 8200616 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 8.0 |
| Department: | English Language Teaching |
| Language of Instruction: | English |
| Level of Study: | Graduate |
| Course Coordinator: | Assoc.Prof.Dr. DUYGU SARISOY |
| Offered Semester: | Fall and Spring Semesters. |
Course Objectives
By the end of this course, students will be able to compare and contrast mainstream models in language processing.
Course Content
The course aims to create a critical background on the central topics in human language processing. It focuses on the mechanisms of comprehension and production processes, and how they interact. It presents models and case studies in human language processing in selected domains ( e.g., morphosyntactic, semantic or pragmatic processing), selected modalities (e.g., comprehension, production, listening, reading, dialogue), and selected populations (children, individuals with developmental or acquired cognitive impairment, healthy adults, native versus non-native speakers). This will equip students with the theoretical perspective necessary to conduct research in the field of experimental language sciences.
Course Learning Outcomes
This course will help graduate students working in the domain of language sciences and experimental linguistics to develop a critical perspective in analyzing and evaluating the recent literature testing the models of human language processing. It will also provide them with the perspective and the tools necessary to conduct research in the field of experimental language sciences.
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | demonstrate awareness of theoretical and applied knowledge about contemporary approaches, methods and techniques and use this awareness effectively in practice for various educational settings. | ✔ | |||
| 2 | synthesize, critically assess, and improve theoretical and practical findings on contemporary research. | ✔ | |||
| 3 | evaluate the existing instructional procedures, methods and techniques and make suggestions to improve new ones. | ✔ | |||
| 4 | carry out studies with a scientific point of view in order to meet the educational needs in national and international contexts with the aim of making contributions to the field. | ✔ | |||
| 5 | demonstrate the necessary skills to conduct independent research with scientific research methods and share research findings at academic meetings or other settings both orally and in written form. | ✔ | |||
| 6 | evaluate national and international instructional materials, exams and programs and design new ones. | ✔ | |||
| 7 | analyze innovative theories, applications and tools, and conduct research to suggest new ones. | ✔ | |||
| 8 | investigate the cultural differences and similarities that can be found in countries where English is spoken as native, second and foreign language, and use this knowledge to improve national English learning and teaching practices. | ✔ | |||
| 9 | analyze the theories and applications about the acquisition of English language as a second and foreign language and applied linguistics, and use this knowledge in relation to English language teaching and learning. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution