| Course Name | Discourse Analysis |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| ETI 450 | Fall/Spring | 3 | 0 | 3 | 6 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | face to face | |||||
| Teaching Methods and Techniques of the Course | Q&AApplication: Experiment / Laboratory / WorkshopLecturing / Presentation | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | - | |||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to provide comprehensive understanding of the use of discourse analytical methods with translation studies, and to convey the necessary practical skills required for their application. Through lectures and text analysis exercises, the course will provide students with deepened knowledge of text and discourse analytical methods, their respective uses and usefulness, and their relevance for the study of contemporary Translation studies research issues. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | This course deals with studying discourse analysis based primarily on linguistic theory. It also covers analyzing texts to describe topic and to investigate word order variation and information structure. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | ||
| Supportive Courses | X | |
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction: What is discourse analysis Uses of discourse analysis ‘Descriptive’ and ‘Critical’ goals | Johnstone, B. (2008) Discourse Analysis. Oxford: Blackwell Publishing. pp. 129. ISBN-10: 1405144270. |
| 2 | Linguistic categories, minds, and worldviews Discourse, culture and ideology | Johnstone, B. (2008) Discourse Analysis. Oxford: Blackwell Publishing. pp. 3653. ISBN-10: 1405144270. |
| 3 | Discourse and ideology | Johnstone, B. (2008) Discourse Analysis. Oxford: Blackwell Publishing. pp. 5374. ISBN-10: 1405144270. |
| 4 | Context, text and consequence Problems in studying the contents Discourse analysis Critical Discourse Analysis | Richardson, J. E. (2007). Analyzing Newspapers. New York: Palgrave Macmillan. pp. 1544. ISBN-10 : 1403935653 |
| 5 | Analyzing texts: some concepts and tools of linguistic analysis. | Richardson, J. E. (2007). Analyzing Newspapers. New York: Palgrave Macmillan. pp. 4671. ISBN-10 : 1403935653 |
| 6 | Text analysis issues: Meaning relations between sentences and clauses Semantic relations Grammatical relations | Fairclough, N. (2003). Analyzing Dicourse. London and New York: Routledge. pp. 87104. ISBN-10 : 0415258936 |
| 7 | Types of Exchange Speech functions Grammtical functions | Fairclough, N. (2003). Analyzing Dicourse. London and New York: Routledge. pp. 105119. ISBN-10 : 0415258936 |
| 8 | Representations od social events Clause elements: processes, participants, circumstances. Grammatical metaphor | Fairclough, N. (2003). Analyzing Dicourse. London and New York: Routledge. pp. 134155. ISBN-10 : 0415258936 |
| 9 | Modality Types of modality Markers of modality | Fairclough, N. (2003). Analyzing Dicourse. London and New York: Routledge. pp. 164171. ISBN-10 : 0415258936 |
| 10 | Evaluation Evaluative statements Statements with deontic modalities Statements with affective mental process verbs Value verbs | Fairclough, N. (2003). Analyzing Dicourse. London and New York: Routledge. pp. 171190. ISBN-10 : 0415258936 |
| 11 | Appraisal: Negotiating attitudes Kinds of attitudes Affect Judgement Appreciation | Martin, J. R. & Rose, D. (2003). Working with Discourse. London: Continuum. pp. 2237. ISBN-10: 0826488501 |
| 12 | Amplifying attitudes: GRADUATION Sharpening focus Softening focus | Martin, J. R. & Rose, D. (2003). Working with Discourse. London: Continuum. pp. 3743. ISBN-10: 0826488501 |
| 13 | Sources of attitudes: engagement Projection Modality Concession | Martin, J. R. & Rose, D. (2003). Working with Discourse. London: Continuum. pp. 4465. ISBN-10: 0826488501 |
| 14 | Social and discursive practices, Action and Agency Participants Processes Circumstances, Positive selfpresentation Negative otherpresentation USTHEM polarization | Richardson, J. E. (2007). Analyzing Newspapers. New York: Palgrave Macmillan. pp. 178196. ISBN-10 : 1403935653 |
| 15 | Semester Review | |
| 16 | Final exam |
| Course Notes/Textbooks | Johnstone, B. (2008) Discourse Analysis. Oxford: Blackwell Publishing. ISBN-10: 1405144270. Richardson, J. E. (2007). Analyzing Newspapers. New York: Palgrave Macmillan. ISBN-10 : 1403935653 Martin, J. R. & Rose, D. (2003). Working with Discourse. London: Continuum. ISBN-10: 0826488501 Fairclough, N. (2003). Analyzing Discourse. London and New York: Routledge. ISBN-10 : 0415258936 |
| Suggested Readings/Materials | Daily newspapers: Headlines, news reports, editorials, opinion articles. |
| Semester Activities | Number | Weigthing |
| Participation | 1 | 5 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 20 |
| Presentation / Jury | ||
| Project | 1 | 25 |
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 20 |
| Final Exam | 1 | 30 |
| Total |
| Weighting of Semester Activities on the Final Grade | 4 | 70 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 30 |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 14 | 3 | 42 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 10 | |
| Presentation / Jury | |||
| Project | 1 | 20 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 25 | |
| Final Exams | 1 | 35 | |
| Total | 180 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to use advanced, field-specific conceptual, theoretical, and practical knowledge acquired, | X | ||||
| 2 | To be able to analyze and research field-specific concepts and ideas and to interpret data individually or as a team using scientific methods, | X | ||||
| 3 | To be able to understand and use grammatical and semantic structures of the source and target languages, | X | ||||
| 4 | To be able to obtain information about social, cultural, and historical approaches within the source and target languages and to use this information for textual analysis and production, | X | ||||
| 5 | To be able to understand and interpret written and oral texts in the source language and to transfer these texts into the target language using a semantically and functionally appropriate language, | X | ||||
| 6 | To be able to produce creative translations and assess the translation products critically by defining the steps, strategies and problems in the translation process in the light of field-specific theoretical knowledge and skills acquired, | X | ||||
| 7 | To be able to transfer the theoretical knowledge and research skills within different areas of expertise to translational act, | |||||
| 8 | To be able to use computer-assisted translation tools and machine translation effectively at each step of the translation process, and to follow the theoretical and practical developments in these fields, | |||||
| 9 | To be able to gain awareness of the translator’s social role, job profile, and professional ethical values and to acquire workload management skills for individual or team work, | |||||
| 10 | To be able to access necessary sources to improve quality at each step of the translation process and to assess the target text in accordance with the quality objectives by using these sources, | |||||
| 11 | To be able to establish effective oral and written communication skills both in English and Turkish, to be able to speak a second foreign language at a good level, to be able to use a third foreign language at intermediate level, | |||||
| 12 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
