FDÖ704 - DISCOURSE ANALYSIS IN FRENCH LANGUAGE TEACHING II
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| DISCOURSE ANALYSIS IN FRENCH LANGUAGE TEACHING II | FDÖ704 | 2nd Semester | 3 | 0 | 3 | 10 |
| Prequisites | - | |||||
| Course language | French | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Discussion Other: Individual research | |||||
| Instructor (s) | Prof. Ece Korkut | |||||
| Course objective | The aim of the course is to help students analyze different types of discourse by using all approaches and appropriate methods. | |||||
| Learning outcomes |
| |||||
| Course Content | ? The elements that constitute discourse ? Investigation of nonliterary texts ? Articulation of elements in different types of discourse ? Applications of discourse analysis | |||||
| References | Charaudeau, P., D. Maingueneau (yön.). (2002). Dictionnaire d?analyse du discours, Paris: Seuil. Combette, B., (1992) L'organisation du texte, Metz: Centre d'analyse d'université de Metz. Korkut, E., İ. Onursal (2009). Pour comprendre et analyser les textes et les discours.Paris: L?Harmattan. Moirand, S., (1979). Situation d'écrit, Paris: coll. DLE, CLE International. Ringoot, R., P. Robert-Demontrond (yön.) (2004). L?Analyse de discours, Rennes: Apogée. Sarfati, G.-E., (1997). Éléments de l'analyse du discours, Paris: Nathan-Université. Weinrich, H., (1989). Grammaire textuelle du français, Paris: Didier, Hatier. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Types of discourse |
| Week 2 | The features of the subject of discourse |
| Week 3 | The elements that constitute the identity of the subject of discourse |
| Week 4 | Ethos, pathos, logos (theoretical information) |
| Week 5 | Ethos, pathos, logos (theoretical information) |
| Week 6 | Polyphony (dialogisme, hétérogéneeité, autonymie) (theory) |
| Week 7 | Polyphony (dialogisme, hétérogéneeité, autonymie) (application) |
| Week 8 | Student presentations and discussion |
| Week 9 | Student presentations and discussion |
| Week 10 | Student presentations and discussion |
| Week 11 | Student presentations and discussion |
| Week 12 | Student presentations and discussion |
| Week 13 | Student presentations and discussion |
| Week 14 | Student presentations and discussion |
| Week 15 | |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 2 | 20 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 2 | 40 |
| Final exam | 1 | 40 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 4 | 60 |
| Percentage of final exam contributing grade succes | 1 | 40 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 12 | 10 | 120 |
| Presentation / Seminar Preparation | 2 | 20 | 40 |
| Project | 0 | 0 | 0 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 2 | 15 | 30 |
| Final Exam (Study duration) | 1 | 20 | 20 |
| Total Workload | 31 | 68 | 252 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. They know domains of foreign language education and linguistic sciences in an expert level | X | ||||
| 2. They have the theoratical knowledge which creates authentic ideas and projects. | |||||
| 3. They conduct scientific work interdisciplinary. | X | ||||
| 4. They analyze various linguistic items with methods of linguistic sciences and modern analysis techniques. | X | ||||
| 5. They come up with ideas to develop methods and approaches in French teaching | |||||
| 6. They behave accordingly to the principles of democracy, human rights, society, science and culture and professional moral values. | X | ||||
| 7. They develop their scientific and Professional knowledge constantly. | X | ||||
| 8. They contribute to the national and international developments in French teaching. | |||||
| 9. They use high-thinking skills such as creative and critical thinking, problem solution and decision making in professional and scientific studies. | X | ||||
| 10. They conduct scientific study and/or projects by following scientific research in the field. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest