| Course Description |
|
| Course Name |
: |
Pyscholinguistics |
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| Course Code |
: |
YDI403 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
4 |
|
| Course Semester |
: |
Fall (16 Weeks) |
|
| ECTS |
: |
4 |
|
| Name of Lecturer(s) |
: |
Prof.Dr. HATİCE SOFU
Asst.Prof.Dr. ABDURRAHMAN KİLİMCİ
Assoc.Prof.Dr. ZUHAL AKÜNAL OKAN
Asst.Prof.Dr. CEM CAN
|
|
| Learning Outcomes of the Course |
: |
Gains a general insight into the process of linguistic activity; i.e, mental mechanisms involved in language perception and production.
Has an understanding of what goes on in our brain when we speak, listen, read and write.
Learns how we store vocabulary and get access to it
Examines the parts of the brain directly involved in linguistic activities.
Develops an awareness of how language teaching and psycholinguistics contribute to each other.
|
|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The aim of the course is to give students a general insight into the process of linguistic activity; i.e, mental mechanisms involved in language perception and production, which in the long run, is hoped to be reflected into their teaching performances. |
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| Course Contents |
: |
The course starts with an introduction to basic concepts related to psycholinguistics. Major areas in the field such as what goes on in our brain when we speak, listen, read and write; how do we store vocabulary and get access to it; parts of the brain directly involved in llinguistic activities. In addition, how language teaching and psycholinguistics contribute to each other is also dealt with. |
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| Language of Instruction |
: |
English |
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| Work Place |
: |
Classrooms in R1 and R2 buildings |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
What is Psycholinguistics? |
Get prepared for assigned task |
Lecture / Brainstorming / Discussion |
|
2 |
Language Speech and Communication |
Get prepared for assigned task |
Lecture / Brainstorming / Discussion |
|
3 |
Language and Brain |
Get prepared for assigned task |
Lecture / Brainstorming / Discussion |
|
4 |
Knowing a word |
Get prepared for assigned task |
Lecture / Brainstorming / Discussion |
|
5 |
Lexical storage and lexical Access
|
Get prepared for assigned task |
Lecture / Brainstorming / Discussion |
|
6 |
An Information processing approach
|
Get prepared for assigned task |
Lecture / Brainstorming / Discussion |
|
7 |
Decoding in reading
|
Get prepared for assigned task |
Lecture / Brainstorming / Discussion |
|
8 |
Midterm
|
review of what is covered in the semester |
application of what is learned to new situations |
|
9 |
Issues in listening |
Get prepared for assigned task |
Lecture / Brainstorming / Discussion |
|
10 |
Characteristics of speech |
Get prepared for assigned task |
Lecture / Brainstorming / Discussion |
|
11 |
Long term memory and Schema Theory |
Get prepared for assigned task |
Lecture / Brainstorming / Discussion |
|
12 |
Exceptional circumstances (language disorders) |
Get prepared for assigned task |
Lecture / Brainstorming / Discussion |
|
13 |
Animal communication |
Get prepared for assigned task |
Lecture / Brainstorming / Discussion |
|
14 |
Revision |
Reading |
Discussion |
|
15 |
Revision |
Reading |
Discussion |
|
16/17 |
Final |
review of what is covered in the semester |
application of what is learned to new situations |
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|
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Hughes, A. (2003). Testing for Language Teachers. Cambridge: CUP.
Field, J. (2003),Psycholinguistics, N.York:Routledge
Carrol,W.D.,(1999), Psychology of Language, California:Brooks and Cole,
Weir, C.J. (1990). Communicative Language Testing. London: Prentice Hall.
Bailey, M.K. (1998). Learning about Language Assessment. London: Heinle and Heinle.
Bachman, L.F. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
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| |
| Required Course Material(s) | |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Defines literary terms. |
0 |
|
2 |
Distinguishes characteristic features of different age groups. |
3 |
|
3 |
Benefits of basic concepts and principles while practicising. |
0 |
|
4 |
Distinguishes basic concepts and principles in language teaching. |
3 |
|
5 |
Transfers knowledge according to the characteristic features of specific age groups. |
0 |
|
6 |
Students list testing and assessment methods. |
0 |
|
7 |
Applies appropriate testing and assessment methods within context. |
0 |
|
8 |
Distinguishes methods of material development, use and adaptation. |
0 |
|
9 |
Chooses among methods and materials according to the needs (age, environment and physical conditions) of students
|
0 |
|
10 |
Adapts and develops materials according to needs. |
0 |
|
11 |
Evaluates course books according to the suitability for students´ profile. |
0 |
|
12 |
Criticises and chooses course books from different aspects. |
0 |
|
13 |
Gains theoretical knowledge of teaching language skills. |
3 |
|
14 |
Analyzes and interprets literary texts.. |
0 |
|
15 |
Translates from native language to foreign language and from foreign language to native language. |
0 |
|
16 |
Gains theoretical knowledge of translation. |
0 |
|
17 |
Reflects theoretical knowledge of language teaching skills in practice. |
0 |
|
18 |
Explains subfields of linguistics, distinguish basic terms and theories. |
5 |
|
19 |
Interprets how linguistic theories work in various languages. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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