FLE490 DISCOURSE ANALYSIS AND LANGUAGE TEACHING
| Course Code: | 4500490 |
| 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. NİL KORKUT NAYKI, Assoc.Prof.Dr. HALE IŞIK GÜLER |
| Offered Semester: | Fall or Spring Semesters. |
Course Objectives
This course provides an introduction to discourse analysis and the different approaches used in the analysis of discourse and its interfaces with other disciplines. Discourse analysis is a broad term for the study of the ways in which language is used and manifested between people, both in written texts and spoken contexts. The course will start with a general overview of the phenomena included in the study of discourse and later introduce related concepts and fields of study. While doing so, student will be engaged in the analysis of the properties of different texts, in characterizing the interpersonal stances adopted by speakers and writers, and in identifying and classifying the various genres or texts types which operate in particular social and institutional settings. While engaged in the analyses of written and spoken language, students will develop arguments for particular interpretations of the language under analysis using the appropriate terminology and tools to allow the data to support their argument. During class discussions and while analyzing discourse, students will be asked to think about applications of these theories, analysis methods and tools to their future teaching and/or work environments.
By the end of the course, students will be able to:
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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
An introductory course to discourse analysis in language teaching and language classroom research. Concentrating on the different approaches used in the analysis of spoken and written language produced in different contexts, and the interaction among students, and between the students and the teacher 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