ECTS - Discourse Analysis
Discourse Analysis (ETI205) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Discourse Analysis | ETI205 | 3. Semester | 3 | 0 | 0 | 3 | 6 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | Compulsory Departmental Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer, Drill and Practice. |
| Course Lecturer(s) |
|
| Course Objectives | The course aims to help students analyse the texts both critically and systematically while taking into consideration the factors of form and content that intermingle to form style. In this course the students experience that translation should not be regarded as a sterile linguistic exercise, but an act of communication which includes a rich variety of discourse. To succeed this, not only structural, semantic, pragmatic, semiotic and stylistic analysis of texts are studied but also the concept of seven standards of textuality analysis and the speech act theory are handled through a variety of texts including literary genres. This, then, is our aim: to relate an integrated account of discourse processes to the practical concerns of the translator. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Critical and systematic discourse analysis; elements that determine various uses of discourse; form, content and style; speech act theory; seven standards of textuality. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | An Introduction to ETI 205 –orientation- Course Syllabus and an Introduction to the Course Materials | Course Syllabus |
| 2 | Why study discourse? A Brief History of Discourse Analysis. The Logic Why We Have to Study Discourse. | Instructor’s Handouts |
| 3 | Text Linguistics; Seven Standards of Textuality | Instructor’s Handouts |
| 4 | Regulating Principles of Text: Speech Acts; Concepts of Ethnography of Speaking; Components of the Speech Events : A Functional Model | Instructor’s Handouts |
| 5 | Issues and Debates in Translation Studies | Instructor’s Handouts |
| 6 | Linguistics and Translators; Context in Translating: Register Analysis | Instructor’s Handouts + Students’ research articles |
| 7 | Translating and Language as Discourse | Instructor’s Handouts + Students’ research articles |
| 8 | Translating Text as Action: the Pragmatic Dimension of Context; Translating Texts as Signs: the Semiotic Dimension of Context | Instructor’s Handouts |
| 9 | PART I: Text Type as Translator’s Focus | Instructor’s Handouts |
| 10 | Midterm exam | |
| 11 | Classroom Practice: Translation of an Informative Text and its Analysis by Using Discourse Markers. | Students’ research articles |
| 12 | Classroom Practice: Translation of an Argumentative Text and its Analysis by Using Discourse Markers. | Students’ research articles |
| 13 | Classroom Practice: Translation of an Expository Text and its Analysis by Using Discourse Markers. | Students’ research articles |
| 14 | Classroom Practice: Translation of a Play and its Analysis by Using Discourse Markers. | Instructor’s Handouts |
| 15 | Discussion of the Term Projects; Course Evaluation | Students’ projects |
| 16 | Final exam |
Sources
| Other Sources | 1. Lecturer’s Notes |
|---|---|
| Course Book | 2. Oscar Wilde, An Ideal Husband |
| 2. Oscar Wilde, An Ideal Husband | |
| 4. D. M. Bocaz, Larson, The Fire | |
| 5. Eric Ferguson, The Car | |
| 6. Dave Tomlinson, Do Something Different | |
| 7. Bob Berman, Mercury's Rising | |
| 8. Vishal C. Patel, How to Makethe Right Decision | |
| 9. Asifo Shah, Process of Socialization | |
| 10. Charles Koh, We Live İn Probable Realities | |
| 11. Joshua Clayton, It is About Life, Love and Happiness: Another Side of the Story |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | 1 | 30 |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 30 |
| Final Exam/Final Jury | 1 | 40 |
| Toplam | 3 | 100 |
| Percentage of Semester Work | 60 |
|---|---|
| Percentage of Final Work | 40 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Students gain sufficient background in the field of translation and use the theoretical and applied knowledge in translation. | X | ||||
| 2 | Students gain the skills to find, define, formulate and solve possible problems in translation and interpreting. | X | ||||
| 3 | Students gain the skills to select and use technical equipment in the applications of translation and interpreting and; to be able to use simultaneous interpreting with the required equipment. | X | ||||
| 4 | Students gain the the skills of translation analysis, translation criticism and interpretation. | X | ||||
| 5 | Students gain the skills to access information and to do research to use data bases, translation programs and other information resources. | X | ||||
| 6 | Students gain individual and group working skills and be able to to build self-confidence for taking responsibility. | X | ||||
| 7 | Students gain the skills to build efficient verbal and spoken communication skills in English and establish fluency in English and also, acquire the grammar and operation rules of at least one foreign language. | X | ||||
| 8 | Students gain the ability to build the awareness for life-long learning; to keep up with the developments in science and technology and to sustain personal development. | X | ||||
| 9 | Students gain awareness of professional and ethical responsibility. | X | ||||
| 10 | Students can build awareness about project management, the rights of employees and the legal consequences of translation and interpreting applications. | X | ||||
| 11 | Students become aware of universal and societal dimensions of translation and interpreting applications and gather information about the problems of the contemporary world. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 1 | 10 | 10 |
| Quizzes/Studio Critics | 2 | 10 | 20 |
| Prepration of Midterm Exams/Midterm Jury | 1 | 20 | 20 |
| Prepration of Final Exams/Final Jury | 1 | 26 | 26 |
| Total Workload | 152 | ||