YDT726 - SEMANTIC APPROACHES IN TURKISH EDUCATION
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| SEMANTIC APPROACHES IN TURKISH EDUCATION | YDT726 | 2nd Semester | 3 | 0 | 3 | 10 |
| Prequisites | - | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Preparing and/or Presenting Reports | |||||
| Instructor (s) | Professor AyÅŸe KIRAN | |||||
| Course objective | The aim of this course is to describe the concepts and theories and structural and generative approaches in semantics. Semantic restriction and semantic extension of the concepts in Turkish language will be evaluated in its cultural context. Additionally, it is aimed that semantics and discourse analysis will be examined together on the basis of implications from lexical and sentential semantics in teaching Turkish as a foreign language. | |||||
| Learning outcomes |
| |||||
| Course Content | Meaning, historical, traditional and structural semantic, operational and referential approaches, transparency in meaning, synonymy, homonymy, polysemy, metaphor, metonomy, connotations, denotations. | |||||
| References | Aksan, D. (1998). Anlambilim, Anlambilimin Konuları ve Türkçenin Anlambilimi, Engin yayınevi, Ankara. Hurford, J.R. and Heasley, B. (1983). Semantics: A Coursebook. Cambridge University Pres, Cambridge. Kıran, Z., Kıran Eziler, A. (2013). Dilbilime Giriş, Seçkin yayınevi, Ankara. Palmer, F.R. (1983). Semantics. Cambridge University Press, Cambridge. Selçuk, E. (2000). Batı Türkçesinde Anlam Değişmeleri, Yayımlanmamış Yüksek Lisans Tezi, Sakarya. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | The role of semantics in linguistics |
| Week 2 | Linguistic definitions and approaches relating to the meaning |
| Week 3 | Historical, traditional and structural semantics |
| Week 4 | Synonymy, antonymy, polysemy |
| Week 5 | Meaning restriction, meaning extension, meaning shift |
| Week 6 | Metaphor and meaning, idiomatic expressions and meaning |
| Week 7 | Types of meaning in word level |
| Week 8 | Mid-term exam |
| Week 9 | Types of meaning in sentence level |
| Week 10 | The relationship between semantics and other disciplines that have an impact on language teaching (phonetics and phonology) |
| Week 11 | The relationship of semantics with syntax |
| Week 12 | The relationship of semantics with morphology and pragmatics |
| Week 13 | Semantic approaches in Turkish education |
| Week 14 | Semantic analysis of discourses, the importance of semantics in preparing the text |
| Week 15 | Students presentations |
| 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 | 1 | 10 |
| Presentation | 1 | 20 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 20 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 3 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 6 | 5 | 30 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 6 | 4 | 24 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 6 | 84 |
| Presentation / Seminar Preparation | 2 | 5 | 10 |
| Project | 0 | 0 | 0 |
| Homework assignment | 5 | 6 | 30 |
| Midterms (Study duration) | 1 | 30 | 30 |
| Final Exam (Study duration) | 1 | 50 | 50 |
| Total Workload | 49 | 109 | 300 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Produce scientific knowledge to promote Turkish as an the international language. | X | ||||
| 2. Produce on applied and theoretical studies on improved methodology of teaching Turkish as foreign language. | X | ||||
| 3. To assess the historical development of learning Turkish by people of different cultures and develops new approaches on the issue. | X | ||||
| 4. Improve learning and teaching methods of Turkic dialects and sub dialects. | X | ||||
| 5. To produce new approaches and develop material facilitating the learning of Turkish of students who are remotely or closely related to Turkish. | X | ||||
| 6. Produce, develop and use technological tools in learning and teaching Turkish as foreign language. | X | ||||
| 7. Advanced knowledge related to facilitating the learning of Turkish for students of alien societies. | X | ||||
| 8. Produce methodological and socio-cultural materials on the usage of media and mass communication tools to overcome difficulties arising from learning and teaching Turkish as foreign language. | X | ||||
| 9. Improve new methods and contents for course books and material to simplify learning Turkish. | X | ||||
| 10. Produce and apply the necessary techniques for the usage of Turkish as a foreign language in the fields of education and social sciences. | X | ||||
| 11. Use the latest version of technology and software and produce new ones in the field of teaching Turkish as foreign language. | X | ||||
| 12. Update material according the latest trends in the field of in teaching Turkish as foreign language. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest