FLE313 DISCOURSE ANA. FOR LANG.TEACHERS
| Course Code: | 4500313 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 6.0 |
| Department: | Foreign Language Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Assoc.Prof.Dr. HALE IŞIK GÜLER |
| Offered Semester: | Fall and Spring Semesters. |
Course Objectives
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gain an understanding of the essential elements and principles of Discourse Analysis and apply them to the analysis of naturally occurring samples of language
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explore the central aspects of spoken and written language in its linguistic and non-linguistic contexts and to identify structures and patterns in stretches of text
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identify, interpret and critically analyze different types of text and discourse types, styles and registers; analyze in some detail selected language elements in terms of discourse features
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develop a critical awareness of both theoretical and practical issues relevant to the field of Discourse Analysis
Course Content
Functional analysis of language; Methods of analyzing spoken and written language; Interaction in the classroom setting.
Course Learning Outcomes
1. Understand and apply the essential elements and principles of Discourse Analysis to naturally occurring language samples in both written and spoken forms.
2. Analyze the central aspects of spoken and written language in its linguistic and non-linguistic contexts, identifying structures and patterns in stretches of text.
3. Identify, interpret, and critically analyze different types of texts and discourse types, styles, and registers across a variety of social and institutional settings.
4. Examine and categorize language elements in terms of discourse features, analyzing their role in shaping communication and meaning.
5. Develop a critical awareness of both theoretical and practical issues in Discourse Analysis, applying these insights to real-world examples.
6. Engage in discourse analysis using appropriate terminology and tools, supporting arguments with evidence from the data.
7. Apply discourse analysis theories and methods to various educational and professional contexts, with an emphasis on their practical applications in teaching or work environments.
8. Critically evaluate different discourse analysis approaches and discuss their relevance to various interdisciplinary fields.
9. Engage in class discussions to reflect on the application of discourse analysis tools and concepts to future teaching or professional roles.
10. Work collaboratively with peers to analyze and interpret different types of discourse, refining analytical skills through group activities and discussions.
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