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Surveying current research in language acquisition with special emphasis on similarities and differences between child and adult language, between native and foreign language acquisition

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Curriculum development and course design as applied to ESP; language functions, notions and speech acts; principles of functional /notional or communicative syllabus strategies and techniques; designing structural interviews and questionnaires; discourse analysis and teacher training for ESP.

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The course aims to provide a comprehensive introduction to the research methods and techniques used in the field of applied linguistics and to help students develop skills necessary to design and implement research in the field. The first section of the course provides a brief review of the main concepts in the area while the second part focuses on quantitative methodology and scrutinises experimental, quasi-experimental and non-experimental research designs as well as the data collection and analyses procedures appropriate for this brand of research. The third part of the course is devoted to qualitative research designs and examines case studies, ethnographies, action research, grounded theory and phenomenology. It also walks the students though the basics of gathering and interpreting qualitative data. The course ends by discussing topics such as mixed research designs, writing the research and practicalities in applied linguistics research.

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Significant contributions of literature to the process and purpose of learning English as a foreign language; poetry, prose and drama in the EFL classroom; approaches to selecting texts for different levels of learners.

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Contributions of linguistics to the field of foreign language teaching; current approaches to the linguistic analysis of English.

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Reviewing methods of evaluating language teaching materials and adaptation techniques and applying evaluation and adaptation criteria to materials currently employed; determining appropriate discovery procedures for developing effective language teaching materials through applied research.

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Major aspects of English language testing: item analysis and interpretation of test scores; subjective and objective tests; procedures in preparing different kinds of test items appropriate for testing different language skills; practice in item writing and statistical methods.

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Introducing current approaches to contrastive analysis; comparing and contrasting English and Turkish in the areas of phonetics and phonology, syntax and semantics with special emphasis on problem areas in language teaching and learning.

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Providing language teachers with a basis for introducing a cultural component into their teaching; significance of culture in teaching English as a foreign language; perspectives on how language and culture interact, and on the significant distinction between understanding and participating in a foreign culture.

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History of lexical semantics, arguments and theta-roles; lexical conceptual structures; verb classes and alternations; lexical aspects; events; unaccusativity; ergativity; linking from lexicon to syntax.

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The course aims to investigate language using corpora.Special emphasis is given to the usage of corpora with a linguistic and cognitive science perspective.The topics include: Definition and varieties of corpora; building a corpus:sampling ,representativeness,encoding and annotation;characteristics of major available corpora;necessary statistics to interpret corpus data;using corpora:corpora in psycholinguistics,syntax,semantics,discourse,etc.;using tools for corpus-based language studies.The course includes conducting research projects using available tools.

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Examining major approaches to, methods and techniques of English language teaching; studying linguistic and psychological theories behind them; practical applications on techniques for teaching various language skills, specifically listening and speaking.

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A continuation of ELT 525, practical work on English language teaching by focusing on the techniques in teaching grammar, vocabulary, reading and writing; discussion and evaluation of applications of approaches, methods and techniques.

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Current developments in the use of instructional technology in language teaching; use of computers, interactive video, television and video in language teaching; approaches to the design, evaluation, development and application of English language teaching courseware by using instructional technology.

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Introducing a new paradigm, known as brain-compatible or brain-based learning, providing language teachers with research from the discipline of neuroscience, biology and psychology to design brain-compatible materials and brain-based curriculum that encompass the role of emotions, patterns, meaningfulness, enriched environments, body rhythms, attention span of the brain and rest, attitudes, stress and relaxation, learner states, trauma, multiple ways of brain-compatible assessment, music, movement, memory, retrieval of information, perception, meaning construction, cognition, nonconscious learning, motivation, creativity, nutrition and brain-gym in the language classroom.

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This course will examine the theory of generative grammar in its minimalist version. The empirical adequacy of generative grammar as a system of mental representations is one of the main topics of investigation in the course.

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The course will examine models for acquisition, processing and application of knowledge as the object of cognitive linguistics, and investigate the cognitive aspects of the different branches linguistics.

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The course aims to help teachers and teacher trainers to raise their self-awareness in their academic and personal lives; to equip them with effective verbal/non-verbal communication skills and powerful Neuro-Linguistic Programming principles and techniques to improve the quality of their interactions with their students, trainees and colleagues in the educational settings and in their daily lives.

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The nature of child language; universal grammar; theories and research methods in the acquisition of phonology, morphology, syntax, and semantics; an overview of second language acquisition.

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Issues of Bilingualism with across-disciplincry perspective.Linguistic, psychalinguistic, sociolinguistic and educational aspects of bilingualism

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Introduction to discourse analysis; structure of spoken interaction; socio-pragmatic constraints on interaction; speech act analysis; cross-cultural speech act analysis; interlanguage pragmatic development; coherence in spoken discourse; prosody and non-verbal communication; backchanneling; introduction to the conversation analytic approach; speech events and classroom discourse; corpus-based approaches to cross-cultural speech act and speech event analysis.

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This course surveys major theories and concepts of critical pedagogy and builds a bridge between the central tenets of critical pedagogy and English language teaching. This course encourages graduate students to explore the political, economic, social and cultural dimensions of education in general and English language education in particular. This course aims to develop critical consciousness as to the notions of democratic schooling practices and critical citizenship as well as the political-economical dimensions of English language education including hegemony of English, expanding world of English Language Teaching industry and linguistic human rights.

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Focusing on the foundations of quantitative inquiry, this course aims to introduce graduate students to the design and implementation of quantitative research projects. Course participants will explore various quantitative research traditions such as designing and executing experiments, preparing and analyzing surveys and data elicitation tasks that give way to quantitative analysis.

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Focusing on the epistemological foundations of qualitative inquiry, this course aims to introduce graduate students to the design and implementation of qualitative research projects. Course participants will explore various qualitative research traditions such as Interviewing, Case Study, Action Research, Ethnography, Narrative Inquiry, Phenomenological Studies, and Grounded Theory.

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The course aims at investigating language as a knowledge-based process. It elaborates the relationship between formal language theory and natural language and relates language theory to its computational machinery.

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Preparation towards M.A. thesis proposal through prescribed readings; written or oral presentation of the work developed.

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Concerns of the language teaching profession worldwide as currently being discussed and debated in professional literature. The political and intellectual roots of ELT, social, economic and cultural influences on ELT, the debate over communicative language teaching, and the relation of current theory and research to actual classroom practice.

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Overview of major issues in teacher education through promoting research on the design and implementation of teacher education and training programs; action research, and models of teacher supervision; training the trainers.

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Current approaches to ELT curriculum design and development. The procedures involved in designing and developing syllabuses for teaching English as a foreign language. Practical work on aspects of syllabus design with special emphasis on primary and secondary education EFL curricula.

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Current understanding of applied linguistics; use of linguistic theories in understanding language of actual use; linguistic accounts to real world problems.

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A survey of sociolinguistic theories and research findings which illuminate the learning and use of English as a foreign language, with particular emphasis on practical applications.

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Concepts of measurement and evaluation; preparation and use of measurement tools in evaluation and decision-making; models of program evaluation; processes of evaluation; standards for the evaluation of effectiveness of instruction, courses, syllabuses, materials; applying these to hypothetical/real cases with a view of accountability in English language education.

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Current theory and practice in the field of instructional design and practice in creating effective designs for instruction in English language teaching by selecting and using current techniques according to the specific needs of the learners. Research work, applications and paper presentations.

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Current theories, issues, concepts and research techniques specific to pragmatics and discourse analysis with a view of language as an interactive process.

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A comprehensive overview of recent classroom-centered research and its implications for teaching and learning of languages; classroom research methods; teacher talk; learner behavior; teacher and student interaction; learning outcomes; directions in research and teaching.

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Basic statistical concepts and tools such as types of variables and data in ELT studies; ways of measuring differential outcomes of empirical/comparative language studies through applying these to projects and interpreting the results for their implications to ELT. Statistical packages on computer.

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Current issues and theories in psycholinguistics focusing mainly on language and cognition, language acquisition, language processing, biological foundations of language, language disorders, and bilingualism.

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This course familiarizes with the basic methods of empirical linguistic research as: audiovisual recording of verbal and non verbal communication, constellation and its description, transcribing and transcription systems, segmentation of transcripts, morphological transliteration, translation, prosody, patterns of action, style of speaking, discourse types etc. Basic unit of analysis is the ‘utterance’. A computer program with several components is applied to various steps of linguistic analysis. Computer assisted techniques of corpus linguistics of spoken language(s) in various institutional settings will be dealt with. Some exemplary analyses of selected phenomena of spoken language(s) will be spelled out.

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This course is designed to provide a thorough account of concepts, theories and research related to English Language Teaching (ELT). It aims to explore theoretical considerations and empirical findings dealing with English language learning and teaching with reference to both the global world and the immediate local context. Issues in English Language Teaching arising from linguistic, socio-political, cultural and cognitive perspectives will also be discussed. This course not only aims to offer a review of main aspects of ELT but also to help students design and conduct a research study exploring one aspect of ELT.

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The course will cover the fundamental concepts in major areas of Linguistics (phonetics and phonology, morphology, syntax, semantics, and pragmatics), and provide students with hands-on experience in language data analysis. Students will be familiarized with recent advancements in theoretical and applied linguistics providing them with a broad knowledge base which will prepare them for conducting research in a wide variety of language-related fields.

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This course will discuss the main questions and some of the discoveries in the field of formal study of language, with an emphasis on morpho phonology and syntax, and the interface between the two. The focus will be on the hierarchical organization of language and the way this organization yields similarities in phenomena coming from completely unrelated languages.
Since the study of language involves learning not only facts about language but also the procedures used in discovering these facts, the course will consist of both lecture/discussion and problem-solving /analysis sessions in which linguistic data are examined to illustrate linguistic principles and concepts.

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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.

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The course aims to: (i) provide a scholarly historical dimension to students knowledge of the English language and its cultural contexts; (ii) a practical foundation for issues/methods in the study of language variation and change. Within a chronological framework that starts before the Anglo-Saxon incursions of c.450 AD and goes up to the present day, the course will present both theories and studies of language changes in English.

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Culture, interculturality, and language education. Intercultural development, intercultural awareness. Identity. Conceptions of Cosmopolitanism, Transnationalism, and Globalization. Critical Interculturality, epistemological lenses and debates. Study abroad. Research on international experiential learning. Reflexivity in multicultural contexs. Emerging research directions in intercultural education.

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Definition of grammatical interface, PF/LF interface, linearization, linearization algorithms, multiple dominance, Right-Node Raising, Across-the-board movement, syncretism (morphological and syntactic), Agreement, scope, Quantifier raising, reconstruction, scope economy, pronominal anaphora, co-reference, E-type pronouns.

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The course aims to introduce the study of language contact and its outcomes, as well as the social and linguaistic factors that regulate contact-induced change. The course covers concepts in language contact including bilingualism, code-switching and lexical borrowing, language change, contact and grammaticalization, language shift, language attrition, language death, pidgins and creoles formation.

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What is the nature of human conceptual knowledge? How do children gain mental representation of the world? Are there any core concepts functioning as precursors to language acquisition? What might be such candidate core concepts(e.g., objects, agents, causality, goals, events, quantity, numerosity, space, time)? How do children attain this core knowledge? How do these core conceptsinteract with language development? How do we encode conceptual representations in different languages? How do children establish the mapping between the world and their language? What might be the mechanism of conceptual enrichment? What is the function of language in the enrichment of the human conceptual representations? How do children reason about the world? What kind of domain-specific (linguistic) and domain-general abilities guide children in their categorizing, inferencing, and reasoning abilities? The course aims to review the current state of the art regarding these questions and provide a forum for evaluation of different accounts from a cross-linguistic perspective.

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The course aims to present an overview of the study of morphological processing in native and non-native populations.It focuses on a number of issues that have been taken up in theoretical and empricial studies such models of native and non-native morphological processing, various types of behavioural paradigms that are employed in experimental studies, questions asked and findings obtained in studies focusing on the processing of inflectional morphology, derivational morphology and compounding, the letter transposition effect and its interaction with morphological boundaries and the impact of individual differences.

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Academic research, design and writing, with a special focus on research ethics, the documentation of resources and avoidance of plagiarism.

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The aim of this course is familiarize the students on research topic that they are planning to focus in their PhD study. Students will receive feedback on their proposal drafts from their instructions and peers and will present the final draft in class at the end of the term.

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