|
|
| ELL4031 | DISCOURSE | 2+0+0 | ECTS:4 | | Year / Semester | Fall Semester | | Level of Course | First Cycle | | Status | Elective | | Department | WESTERN LANGUAGES and LITERATURE (%100 English) | | Prerequisites and co-requisites | None | | Mode of Delivery | | | Contact Hours | 14 weeks - 2 hours of lectures per week | | Lecturer | Doç. Dr. Ali Şükrü ÖZBAY | | Co-Lecturer | | | Language of instruction | | | Professional practise ( internship ) | None | | | | The aim of the course: | | The aim of this course is to introduce students to the fundamental concepts, approaches, and analytical tools of discourse and discourse analysis, focusing on language use beyond the sentence level in spoken, written, and classroom contexts. The course aims to develop students? ability to analyze meaning in context by examining pragmatic principles, such as Gricean maxims and hedging, as well as textual features including cohesion, coherence, and lexical patterning. In addition, students will gain awareness of how language reflects and constructs social relations, power, and ideology through critical discourse analysis, enabling them to apply discourse-analytic insights to authentic texts and educational settings. |
| Learning Outcomes | CTPO | TOA | | Upon successful completion of the course, the students will be able to : | | | | LO - 1 : | Explain the concept of discourse and discourse analysis beyond the sentence level and distinguish between major analytical approaches | 13 | 1, | | LO - 2 : | Apply Grice's Cooperative Principle and maxims to analyze implicature in spoken and written texts. | 13 | 1, | | LO - 3 : | Identify and appropriately use hedges in academic and learner writing and explain their pragmatic functions | 13 | 3, | | LO - 4 : | Analyze classroom discourse in terms of interaction, turn-taking, feedback, and power relations. | 13 | 6, | | LO - 5 : | explain the relationship between discourse and pragmatics by analyzing context, the Cooperative Principle, speech acts, and hedging in everyday, institutional, and classroom communication. | 13 | 3, | | LO - 6 : | Students will be able tlanguage constructs power, ideology, authority, and social reality | 13 | 3, | | LO - 7 : | Identify and interpret lexical combinations, multiword units, lexical bundles, and p-frames in discourse. | 13 | 3, | | CTPO : Contribution to programme outcomes, TOA :Type of assessment (1: written exam, 2: Oral exam, 3: Homework assignment, 4: Laboratory exercise/exam, 5: Seminar / presentation, 6: Term paper), LO : Learning Outcome | | |
| The course content covers an introduction to discourse and discourse analysis, definitions of discourse, and major analytical approaches, as well as pragmatic aspects such as Grice?s Cooperative Principle, maxims, implicature, and hedging. It also includes text analysis focusing on cohesion, coherence, discourse markers, and text structure, alongside the analysis of classroom discourse and interactional patterns. In addition, the course addresses Critical Discourse Analysis with an emphasis on ideology and power relations, and examines lexical combinations, multiword units, lexical bundles, and p-frames to explore their roles and functions in discourse.
|
| |
| Course Syllabus | | Week | Subject | Related Notes / Files | | Week 1 | Introduction to the course; overview of discourse and discourse analysis; scope, key concepts, and course requirements. | | | Week 2 | Definitions of discourse; discourse beyond the sentence level; spoken vs. written discourse. | | | Week 3 | Major approaches to discourse analysis (e.g. conversation analysis, interactional approaches, text-based approaches). | | | Week 4 | Pragmatics and discourse analysis; context, meaning in use, and speaker intention. | | | Week 5 | Grice?s Cooperative Principle; the four Gricean maxims and conversational implicature | | | Week 6 | Violations and flouting of maxims; implicature in spoken and written discourse; practice-based analysis. | | | Week 7 | Hedges and stance; functions of hedging in academic and learner writing; mid-term review. | | | Week 8 | Midterm examination / applied discourse analysis task. | | | Week 9 | Text analysis I: cohesion and cohesive devices (reference, substitution, ellipsis, conjunction, lexical cohesion). | | | Week 10 | Text analysis II: coherence, text structure, genre analysis, and discourse organization | | | Week 11 | Classroom discourse; teacher talk, student talk, turn-taking, feedback, and wait time. | | | Week 12 | Power and interaction in classroom discourse; teacher-centered vs. student-centered discourse. | | | Week 13 | Introduction to Critical Discourse Analysis (CDA); key concepts, ideology, and power | | | Week 14 | Applications of CDA; analysis of media, educational, and institutional texts. | | | Week 15 | Lexical combinations and multiword units; collocations, lexical bundles, p-frames, and their role in discourse; course review and final evaluation. | | | Week 16 | Revision | | | |
| 1 | Brown, G. and Yule, G. (1983). Discourse analysis Cambridge University Press. | | | 2 | Cook, G. (1989). Discourse Oxford University Press | | | |
| 1 | Coulthard, M. (1985). An introduction to discourse analysis Longman. | | | 2 | Fairclough, N. (1995). Critical discourse analysis Longman. | | | 3 | Van Dijk, T.A. (ed.) (1997). Discourse as social interaction. Sage Publications. | | | |
| Method of Assessment | | Type of assessment | Week No | Date | Duration (hours) | Weight (%) | | Mid-term exam | 8 | | 1 saat | 50 | | Homework/Assignment/Term-paper | 14 | | 4 | 50 | | |
| Student Work Load and its Distribution | | Type of work | Duration (hours pw) | No of weeks / Number of activity | Hours in total per term | | Yüz yüze eğitim | 4 | 14 | 56 | | Arasınav için hazırlık | 7 | 2 | 14 | | Arasınav | 2 | 1 | 2 | | Uygulama | 4 | 6 | 24 | | Proje | 6 | 4 | 24 | | Total work load | | | 120 |
|