DISCOURSE ANALYSIS AND LANGUAGE TEACHING

Course Description

This course covers the topics such as discourse, text, cohesion, coherence, sentence, utterance, discourse analysis, sentence meaning, word meaning and how these topics relate to language teaching. In this course it will be examined how discourse meaning can change from one context to another and how important the context is in language teaching. Students will be made aware of the fact that how important it is to understand and express pragmatic meaning in human communication and interaction. They will be able to plan and conduct classroom activities in line with what they study in discourse analysis. At the end of the course, students will be able to analyse different types of discourse considering cohesion and coherence features occurring in authentic language texts. They will be able to discuss the role of appropriacy and coherence in language teaching and explain the relation between discourse analysis and language teaching.

DISCOURSE ANALYSIS AND LANGUAGE TEACHING

Evaluation Tools (Active Term)

Course outcomes

No course outcomes have been defined yet.

Course Syllabus

Reference Books & Course Materials

1. 01 Brown, G., & Yule, G. (1983). Discourse Analysis. Cambridge University Press.
2. 02 Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. Longman.
3. 03 Gee, J. P. (2014). An Introduction to Discourse Analysis: Theory and Method. Routledge.
4. 04 Nunan, D. (1999). Second Language Teaching & Learning. Heinle & Heinle.

Learning Outcomes

1. L01 1. Identify and explain the fundamental concepts of discourse analysis, including discourse, text, utterance, context, cohesion, coherence, genre, and register. SOLO 0
2. L02 2. Differentiate between and relate spoken and written discourse by examining their linguistic, pragmatic, and interactional features. SOLO 0
3. L03 3. Analyse authentic spoken and written texts in terms of cohesion, coherence, context, speech acts, implicature, presupposition, and discourse markers. SOLO 0
4. L04 4. Interpret how contextual, cultural, ideological, and interpersonal factors influence the production and interpretation of discourse. SOLO 0
5. L05 5. Evaluate classroom discourse and language-learning interactions by applying relevant discourse-analysis approaches, including conversation analysis and critical discourse analysis. SOLO 0
6. L06 6. Design and justify discourse-based activities and assessment tasks that develop learners’ spoken and written discourse competence. SOLO 0

Program Outcomes

1. P01 1- make use of their professional training in language teaching and achieve effective classroom management,
2. P02 2- carry out research on the development of their learners’ social, psychological and personal characteristics by using testing and evaluation techniques in accordance with ethical principles and then report their results.
3. P03 3- conduct research using basic scientific research techniques with the aim to find solutions to problems that may be encountered in the field of Teaching English,
4. P04 4- evaluate, apply and interpret concepts and scientific methods related to the field of teaching English
5. P05 5- choose appropriate language teaching methods and techniques considering diverse learner characteristics stemming from their ages, learning styles, motivation and background knowledge,
6. P06 6- prepare daily lesson plans appropriate to the things to teach and deliver effective lessons by using appropriate course materials and instructional technology,
7. P07 7- choose appropriate materials available for use and/or develop their own course materials according to students’ level, interest and learning characteristics with the aim to use them in the teaching of language items (phonological, lexical, grammatical items and so on) and in the development of learners’ language skills (listening, speaking, reading and writing),
8. P08 8- choose and use appropriate measurement tools and materials to asses and evaluate learners’ development and success,
9. P09 9- explain the similarities and differences between first and second language acquisition theories, and relate these theories to language teaching theories and practices.
10. P10 10- make use of principles, theories, approaches and techniques for the development and evaluation of educational programs.
11. P11 11- explain the concepts of Theoretical Linguistics & Applied Linguistics and use their knowledge for the preparation of lesson plans appropriate to the characteristics of the target language,
12. P12 12- use information and communication technology together with computer software required by the field,
13. P13 13- describe the characteristics of different text types considering basic theories & approaches in translation and translate texts from English to Turkish and from Turkish to English,
14. P14 14- define the basic concepts and principles of classical and modern literature, analyse and construct information, and then make use of their literary knowledge in language teaching,
15. P15 15- use the target language to obtain and transmit information; communicate either orally or in writing.
16. P16 16- identify and solve problems in their social environment with the awareness of social responsibility they have developed.

Po-Lo Matrix