Course Descriptions

 

DESCRIPTION OF UNDERGRADUATE COURSES

 

 

FLE        133   Contextual Grammar I               (3-0)3

This course aims to promote understanding the relation between language structures and lexical items as well as raising awareness about the attribution of meaning by means of these structures. Within the framework of a context, advanced language structures are analyzed so as to establish relations between form and text type. Synthesizing these structures, students produce advanced level texts employing these structures. The course also emphasizes interactive activities such as group and pair work.

 

FLE        135   Advanced Reading and Writing I               (3-0)3

This course presents a wide range of authentic reading materials including newspapers, journals, reviews and academic texts in order to comprehend contrasting viewpoints and to predict and identify main ideas and to decode intersentential clues. It also aims to equip students with intensive and extensive reading habits. Critical thinking skills such as synthesizing information or analyzing a problem as well as reacting on the basis of evaluation are fostered. Such sub-skills of reading are employed by the students’ in their writings. Students also analyze and produce different types of writings (e.g. expository paragraph, descriptive paragraph, narrative paragraph, etc.); build up writing skills emphasizing the organization, coherence, and cohesion and such sub-skills as summarizing, outlining, and paraphrasing at paragraph level. The use of spelling and punctuation conventions as well as non-alphabetic symbol use will be practiced as well.

 

 

FLE        137   Listening and Pronunciation                     (3-0)3

This course aims to develop students’ listening and pronunciation skills while gaining confidence in communicating in English. To develop students’ receptive listening skills, it employs authentic listening materials (i.e. academic and natural-setting samples) produced by diverse communities of practice to be analyzed as communication-oriented classroom activities. Starting from basic listening and phonetic skills such as discriminating minimal pairs and formulating phonetic transcriptions of problematic sounds focused in class, the course will focus on higher level listening skills and strategies such as note-taking, predicting, extracting specific and detailed information, guessing meaning from context, and getting the gist through content-based activities. Students will be provided with the fundamentals of listening and phonetics namely vowels, consonants, stress in words, rhythm and intonation as well as the usage of phonetic alphabet for learning and production purposes. Throughout the course, students will also be exposed to aural authentic listening materials such as interviews, movies, songs, lectures, TV shows and news broadcasts. This course also aims to equip student teachers with a strong sensitivity towards different accents of English language being spoken around the world. Collaborative learning through group and pair work will be encouraged.

 

 

 

 

FLE        129   Introduction to Literature          (3-0)3

The course introduces students to the study of literature as a rigorous intellectual discipline introducing ways in which one might approach literature, through the practice of close reading and analysis. It seeks to develop basic strategies for critically reading and interpreting poetry, fiction, and drama, and to introduce the basics of literary analysis and critical methods associated with various literary concerns.  The course also seeks to improve the students' ability to understand, appreciate, and apply knowledge of plot, character, point of view, imagery, theme, setting, irony, tone, symbol, metaphor, metonymy, conceit, paradox, hyperbole, language and dramatic elements like hamartia and catharsis when reading fiction, poetry, or drama. Texts are selected from different periods (from classical time to the modernists) and cover three main genres of literature. The course proceeds through class discussions in which the students will demonstrate an understanding of the fundamentals of literary processes and focused writing assignments in which they employ their analytical and interpretative skills.

 

FLE        177   Second Foreign Language I        (3-0)3

Depending on the facilities of the department, student teachers may chose to learn one of the following languages to fulfill the second foreign language requirement: German, French, Italian.

 

This course is an introduction to the basics of a second foreign language. It aims at providing student teachers with the skills required for basic communication. The aim for student teachers is to understand simple every day dialogues and basic reading texts, express themselves and ask questions in the basic spoken language. To fulfill these aims, dialogues and reading texts are utilized. Student teachers are exposed to the basic structures and vocabulary items of the target language in communicative contexts, but grammar is not the primary focus. Listening is an important component of the course and is integrated especially with speaking. Besides, some insights into the target culture and life style will be given.

 

*This course is prerequisite for Second Foreign Language II and III.

 

FLE        134   Contextual Grammar II              (3-0)3

This course is a continuation of Contextual Grammar I. This  course leads students to have a critical perspective into the advanced level structures (e.g. word classes, elements of the sentence, types of sentence, sentence fragments etc.) of different types of texts on a contextual level. Building upon analysis and synthesis, students evaluate the most problematic forms of English grammar with guidance in their function and usage using methods such as error analysis or discourse analysis. Besides presenting a descriptive review of the forms and function of advanced English grammar structure, this course encourages students to develop a critical stance toward the use of these structures in various contexts. The course also emphasizes interactive activities such as group and pair work. 

 

 

FLE        136   Advanced Reading & Writing II                 (3-0)3

This course is a continuation of Advanced Reading and Writing I. This course promotes higher level thinking skills. By processing a variety of different authentic reading texts, students will develop superior-level sub-skills of reading namely, making inferences and deductions, and reading between the lines. Students will relate inferences from the text to real life, and gain insights into the cultural similarities and differences. By means of the awareness gained from the texts, students will analyze, synthesize and evaluate information and therefore, in their compositions, react to readings. Students will also analyze and produce different types of essays (e.g. comparison and contrast, classification, process analysis, cause-and-effect analysis, and argumentative) that are unified, coherent and organized. In addition to the integration of reading with writing, research-based instruction will be adopted, so that students will develop basic research skills including library/internet search, and basic research report writing skills such as citing, paraphrasing and referencing.

 

FLE        138   Oral Communication Skills      (3-0)3

This course offers a variety of different communication-oriented speaking opportunities such as discussions, individual and group presentations and other interactive tasks providing opportunity for students to improve their oral competence by developing effective language use both in formal and informal contexts. It offers extended communicative tasks such as debates, role-plays, individual and group presentations, impromptu speeches and other interactive tasks providing opportunity for students to improve their oral competence by developing effective language use both in formal and informal contexts. As in-class activities, for the promotion of interest and motivation in communication, the course also includes discussion topics, interesting facts, stimulating quotes as well as literary texts which are structurally and intellectually complex and thought-provoking. Integrating different reading and listening texts into communication-oriented tasks, this course aims to develop students’ productive skills beyond their receptive skills. By exploring components of communicative competence, this course aims to equip students with the necessary skills to become successful communicators as well as language teachers. Students will develop a good command in supra-segmental features (pitch, stress and intonation) as well as strategic competence in repairing communication breakdowns in communication on the basis of continuous feedback received throughout the course. Common pronunciation mistakes are listed by the instructor and discussed regularly so as to raise the awareness of students as future language teachers. By also utilizing theoretical and practical knowledge acquired in the listening and pronunciation course, students will be expected to deliver informative presentations individually and collaborate with a group to deliver a persuasive group presentation. Students will be acquainted with the use of audiovisual aids (OHP, power point, posters) and techniques which will help them become effective speakers.

 

FLE        140   English Literature I                     (3-0)3

This course offers a broad overview of major English works from the Anglo-Saxon period (ca. 600-1100) through the 17th century, and introduces the students to the intensive examination of literary texts in various genres with references to the cultural, philosophical, scientific, and ethical context they were written in. It involves discussion of some of the most influential critical schools of thought which shaped the general features of the texts. By the end of the course the students are expected to perform a reasonable close reading by analyzing the literary and figurative elements in poetry, fiction and drama in the relevant literary periods.  The course also provides a kind of background for their professional and intellectual development; and imparts skills of interpretation, analysis, research and writing that are useful in a broad range of professional activities. The course gives them the opportunity to practice and improve different reading skills strategies and to increase their existing vocabulary base.  The course proceeds through class discussions in which the students will demonstrate an understanding of the fundamentals of literary processes and focused writing assignments in which they put their analytical and interpretative skills at work and apply the principles of different writing styles.

 

FLE        146   Linguistics I                                  (3-0)3

An introduction to the basic concepts in linguistics. Components of language as a system: phonology; morphology; semantics and syntax. Linguistic competence and performance; the arbitrariness of the linguistic sign; linguistic creativity; language universals.  The anatomy of the brain and language; brain lateralization and handedness; and language processing.  Semantics: componential analysis; semantic relations; collocational meaning; thematic relations.  Pragmatics and discourse analysis: speech act theory; the Cooperative Principle; politeness and speech acts; formal aspects of discourse; cohesion; discourse and the context of situation.

 

FLE        178   Second Foreign Language II       (3-0)3

This course is a continuation of “Second Foreign Language I”. It aims at providing communicative tasks for student teachers to communicate in the target language. Student teachers will be exposed to commonly occurring grammatical patterns and vocabulary items in written texts such as newspapers, magazines and short stories. Simple writing tasks will also be integrated into the course. Both listening and speaking are important components of this course and more vocabulary items will be presented through longer dialogues and reading texts. More insights into the target culture and life style will be given through the use of authentic materials.

 

*This course is prerequisite for second foreign language III

 

FLE         241    English Literature II                 (3-0)3

This course offers a broad overview of major English works from the end of 17th century up to the present time.  As in the Survey of English Literature I, the cultural, philosophical, scientific, and ethical background of the texts is explored in detail with references to some of the most influential critical schools of thought.  The course seeks to give the students an appreciation of literary texts in various genres written in the last three hundred years. As this is the continuation of Survey of English Literature I, the students can see how works written in different times can inform each other and the literary works written at present; and they can relate their readings of past literature to 20th century context. As a result of successful completion of this course, the students will be able to:

* acquire an awareness of the methods of literary analysis and critical methods associated with various literary concerns by analyzing the literary and figurative elements in poetry, fiction and drama in the relevant literary periods. 

*Recognize the names and works of creative individuals from each time period;

*Explain the important literary features of each period;

*Recognize concepts from each period and relate these to individuals and their works;

*Analyze specific genres and interpret selected works.

The course proceeds through class discussions and focused writing assignments.

 

FLE        261   Linguistics II                                (3-0)3

A continuation of Linguistics I. Phonetics: branches of phonetics; the difference between orthography and speech; articulatory phonetics; consonants and vowels; diphthongs and triphthongs in English. Phonology: phonemes; allophones; distinctive features; minimal pairs; phonetic and phonological transcription; phonological processes; suprasegmental  phonology. Morphology:  morphemes and allomorphs; bound and free morphemes; word structure; affixes; morphological typology of languages; types of words and word formation processes. Syntax: syntactic constituents and constituent analysis; transformational-generative grammar; phrase structure; clause structure analysis.

 

FLE        238   Approaches to ELT                        (3-0)3

This course presents basic issues and processes in ELT course design. It focuses on identifying the difference among approach, method and technique and the significance of these concepts in course design. A critical overview of methods and approaches taking a historical perspective is presented: Grammar Translation Method, Direct Method, Audio-lingual Method, Silent Way, Community Language Learning, Suggestopedia, Communicative Approach, the Natural Approach. Student teachers will discover and synthesize classroom application possibilities of such methods through designing micro-teaching of activities associated with them. A portıon of the course also focuses on current issues and practices in ELT course design, selecting the appropriate approach suitable to learner needs based on current distinctions such as ESL, EFL, EIL, ESP, EAP. It outlines current foreign language teaching trends such as constructivist approach, content-based instruction, task-based instruction, problem-based teaching, multiple intelligences, whole language approach and corpus-based applications of language teaching and designing micro-teaching of activities associated with them. This course aims to raise awareness of issues of culture and classroom second/foreign language learning, of technology use in language classrooms, and of the need for developing communicative and intercultural competencies for the language learner and teacher of the globalized world and designing micro-teaching of activities associated with them.

 

FLE        177   Second Foreign Language III                      (3-0)3

This course is a continuation of Second Foreign Language II. It aims at further developing student teachers’ reading and oral skills. Authentic texts of different genres will be studied in order to focus on more complex grammatical structures and advanced level vocabulary items. Student teachers are expected to make short oral presentations, produce role-plays, watch short extracts of movies in the target language and participate in simple discussions on a related topic in class and write letters and e-mails of greeting, complaint, response etc., diary entries and short paragraphs and essays. Further insights into the target culture and life style will be given through authentic classroom materials and research tasks.

FLE        218   Novel Analysis                              (3-0)3

The years from the Great Exhibition (1851) to the Second Reform Bill (1867) were a period of enormous vitality in the English novel. Major works by Dickens, Thackeray, Charlotte Bronte, Trollope, George Eliot, Gaskell, and others capitalized on the burgeoning of serial publication and circulating libraries; on unprecedented growth of consumer capitalism at home and imperial dominance abroad; on worshipful audiences ranging from distinguished literary critics, to eminent leaders of society and politics, to vast numbers of middle and lower class readers. The result was a novel of confident power and narrative scope. By focusing on this period, we are able to survey many of the major authors of Victorian fiction while attending closely to a specific set of historical developments, class relations, and gender issues. The aim of the course is to instruct the students about the characteristics of novel as a literary genre and to show the classroom techniques for teaching the realist novel and to introduce them to the Victorian novel by close study of major texts from this period.

 

FLE        280   Oral Expression & Public Speaking         (3-0)3

This course is an introduction to public speaking and focuses on development of practical skills for effective communication. It emphasizes fundamental stages of speech preparation and delivery including adopting and developing audio and visual aids. Throughout the course, students will deliver extended presentations as an outcome of extensive reading and research. Samples of successful presentations will be analyzed in terms of the appropriateness of content, form, and audiovisual aids. The course also aims to foster students’ oral and written language skills in job-related situations such as interviewing, socializing, telephoning, presenting information, holding meetings as well as CV and application writing. 

 

FLE        262   ELT Methodology I         (3-0)3

This course is focuses on designing and conducting needs analysis on language learner needs (e.g.: situational, objective, subjective and language needs), writing objectives that reflect these needs and designing course syllabus at the macro level and writing lesson plans at the micro level. An overview of different lesson stages (i.e.: Presentation, Practice and Production) and approaches to lesson planning and course design will be presented. Student teachers will become familiar with various syllabus types and criteria for the selection of appropriate syllabus type according to the needs of the learners, age of the learners and aims of the course; standards-based teaching, proficiency descriptors,  English language proficiency standards and guidelines, Common European Framework and the European Language Portfolio ; and identity issues.

 

FLE        270   Contrastive Turkish-English     (3-0)3

An introduction to the contrastive analysis of Turkish and English. Comparing English and Turkish with respect to their phonetic, morphological, syntactic and semantics systems. Phonetics: Consonants and vowels; word stress. Syntax: the structure of the simple clause; phrase structure; embedding. Semantics: tense, aspect and modality in Turkish and English; the perfective and non-perfective aspect; epistemic and deontic modality.

 

FLE        200   Instructional Principles & Methods          (3-0)3

This course presents the basic instructional principles and methods in education. It focuses on the principles of learning and teaching, the significance and necessity of being planned and organized in learning. To this end, this course will cover the basic principles of course design (e.g. yearly plans, lesson plans, and etc.) as well as basic methods and techniques in learning and teaching. In this course students will discover the ways to apply their relevant theoretical knowledge while learning how to utilize their teaching materials effectively. Students will also become conscious of teacher responsibilities and develop strategies to enhance quality in education.

 

FLE        304   ELT Methodology II                           (3-0)3

This course is a continuation of ELT Methodology I. Taking a learner-centered teaching model as a guide, it emphasizes application of classroom-based research, teacher directed research and action research for the purposes of diagnosing learners’ language related needs and developing remedial teaching activities. Student teachers will design lesson plans based on current trends with a focus on principles of learner monitoring and role of learner assessment in lesson planning and micro-teach these lessons. In order to foster ongoing  professional development, student teachers will be informed of the national and international professional organizations (e.g.: TESOL and INGED) and practical journals (e.g.: English Teaching Forum, ELTJ, TESLJ, and TESL Reporter) as a resource to their future teaching. Selected articles from such journals on the previously mentioned issues on language teaching pedagogy and methodology will be discussed.

 

FLE        307   Language Acquisition                      (3-0)3

Theories, comparison, and illustration of native and foreign languages; stages of language development and acquisition;  learning grammar and other components of language; models of foreign language learning; learner characteristics; using language and learning stages and processes in the teaching of a foreign language.

 

FLE        308   Teaching English to Young

                       Learners                                             (3-0)3

The learning strategies of young children and the acquisition of the mother tongue as well as the learning of a foreign language; the classroom methods and techniques to be used when teaching English to young learners; the development of games, songs and visual materials and their use in teaching.

 

FLE       311  Advanced Writing and Research Skills     (3-0)3

The teaching and application of scientific research methods and techniques; having students do small scale research in their own fields and evaluating their work.

 

FLE 321 Drama Analysis                                                                         (3-0)3

This course studies the characteristics of drama as a type of literature, types of drama and major trends in modern drama through close reading and analysis of plays from the Renaissance through the modern period by such playwrights as Marlowe, Shakespeare, Chekhov, Beckett and Ayckbourn. In this course, students will study and identify the elements of drama that distinguish it from other genres, read and identify individual playwrights representative of diverse theatrical expressions, examine social, religious, and philosophical forces that developed each trend, compare the contents and structures of the selected plays and discuss them in relation to each other.

 

FLED 324 Teaching Language Skills                                 (3-0)3

This course concentrates on building language awareness and teaching skills through a detailed study of techniques and stages of teaching listening, speaking, pronunciation, reading, writing, grammar and vocabulary to language learners at various ages and language proficiency levels. Student teachers will design individual and/or group micro-teaching activities focusing on the language skills above with adherence to principles of lesson planning and techniques of the specific skills for a variety proficiency levels.

 

FLE 352                     Community Service                            (1-2)2

In cooperation with national non-governmental organizations, throughout this course student teachers participate in community service to meet certain educational and social needs of local communities in order to develop their critical thinking abilities, their commitment and values, and the skills they need for effective citizenship.  Driven by a philosophy of experiential learning, student teachers may take a service or a project option. For the former option, student teachers are to commit to a minimum 15 hours of community service during the term at the following approved non-profit community based agencies: 

 

TEGV: Türk Eğitim Gönüllüleri Vakfı (http://www.tegv.org/v2/default.asp)

ÇYDD: Çağdaş Yaşamı Destekleme Derneği (http://www.cydd.org.tr/ )

TGV: Toplum Gönüllüleri Vakfı (http://www.tog.org.tr/ )

TEV: Türk Eğitim Vakfı (http://www.tev.org.tr/) 

AÇEV: Anne Çocuk Eğitim Vakfı (http://www.acev.org/)

İLKYAR: İlköğretim Okullarına Yardım Vakfı (http://www.ilkyar.org.tr/)

ZİÇEV: Zihinsel Yetersiz Çocukları Yetiştirme ve Koruma Vakfı (http://www.zicev.org.tr/)

ÇEKÜL: Çevre ve Kültür Değerlerini Koruma ve Tanıtma Vakfı (http://www.cekulvakfi.org.tr/) 

TEMA: Türkiye Erozyonla Mücadele Ağaçlandırma ve Doğal Varlıkları Koruma Vakfı (http://www.tema.org.tr/ )

KIZILAY (http://www.kizilay.org.tr/)

AKUT: Arama Kurtarma Derneği (http://www.akut.org.tr/) 

LÖSEV: Lösemili Çocuklar Vakfı (http://www.losev.org.tr/)

 

For the latter option, with the guidance of a mentor, student teachers are expected to develop and implement small-scale educational problem-based projects in cooperation with primary and secondary level educational institutions in their local surroundings.   

 

FLE        404   Practice Teaching                              (2-6)5

Consolidating the skills necessary for teaching English as a foreign language at primary and secondary schools through observation and teaching practice in pre-determined secondary schools under staff supervision; critically analyzing the previously acquired teaching related knowlegde and skills through further reading, research and in class activities in order to develop a professional view of the ELT field.

 

FLE        405   Materials Adaptation and

                       Development                                     (3-0)3

Continuation of FLE 304, enabling students to acquire skills necessary for evaluating language teaching materials in current textbooks, adapting or developing materials for language teaching and language testing.

 

FLE        413   English Language Testing and

                       Evaluation                                          (3-0)3

Types of tests; test preparation techniques for the purpose of measuring various English language skills; the practice of preparing various types of questions; evaluation and analysis techniques; statistical calculations.

 

FLE        426   The English Lexicon                         (3-0)3

An in-depth analysis of the relation between lexical semantics, clause structure and discourse in English, with a focus on aspects of English grammar that are problematic for second language learners. Argument structure: types of verbs and passivisation. Lexical aspect and discourse: types of lexical aspect; aspect in discourse; adverbial modification. The syntax and the semantics of the noun phrase in English: definiteness, quantifiers, subject-verb agreement; definiteness; specificity; genericness.

 

 

FLE 423     Translation                        (3-0)3

This course includes the fundamental theories and approaches in the science of translation. Students translate a variety of different authentic English texts into Turkish and Turkish texts into English. Besides translation activities from diverse areas, within a contrastive analysis framework, students also engage in error analysis tasks in which they critically evaluate the appropriateness of the various translations of the same text paying attention to the idiosyncrasies regarding the unique nature of Turkish and English and its comparison to their own translation by employing different translation skills. Various aspects of translation will be evaluated including style, word selection, the role and importance of translation in language learning and teaching and cultural aspects of translation. The practical aspect of the course will go hand in hand with readings covering theoretical grounds pertinent to current issues in the field of translation. Exposure to and translation of ELT-related materials will also be strongly encouraged.

 

 

 

FLE        425   School Experience                            (1-4) 3

This course aims to prepare student teachers for full teaching practice. It gives them a structured introduction to teaching, helps them acquire teaching competencies and develop teaching skills. Student teachers have observation and application tasks that they carry out in a primary or secondary school under the supervision of a cooperating teacher. Some observation tasks include: practicing questioning skills, explaining; effective use of textbooks; topic sequencing and lesson planning; classroom management; preparing and using worksheets; effective use of textbooks; effective questioning skills; explaining.

 

ELECTIVES

 

FLE        120   History of Ideas I                          (3-0)3

This course and its sister course, History of Ideas II, were designed to provide the students of this department with an understanding of the basic ideas essential to any understanding of English literature and culture in general.  Since this literature and culture are mostly based in Graeco/Latin philosophy and the Western church, this is where  course 120 begins, it ends with Galileleo Galilei and the beginnings of a new scientific age.                                

FLE        131   History of Ideas II                        (3-0)3

This course and its sister course, History of Ideas I were designed to provide the students of this department with an understanding of the basic ideas essential to any understanding of English literature and culture in general.  This course starts with Descartes and Rationalism and continues chronology through to a brief introduction to Postmodernism.

 

FLE 130  The Short Story                                    (3-0)3

The characteristics of the short story are identified and analysed in this course, and its history and  place in literature are discussed. Techniques of analyzing the short story are demonstrated and practiced. The students read and study various short stories by modern British and American writers such as Henry James, D H Lawrence, Doris Lessing, Katherine Mansfield, Edgar Allen Poe, Saki, Oscar Wilde..

 

FLE        141   Englısh Grammar And Composıtıon I                                                     (3-0)3

Understanding the relation between advanced language structures and words (lexical items) and raising awareness about the formation of the meaning by means of these language structures; analyzing advanced language structures within the scope of text type; producing advanced level texts by employing such grammatical structures in context and analysis.

 

FLE        142   English Grammar And Composıtıon II (3-0)3

A continuation of FLE 141 English Grammar and Composition I.

 

FLE        143   Reading Skills                              (3-0)3

Presenting authentic academic texts written in the field from the point of conceptual and structural perspectives; developing reading sub-skills required for higher level thinking skills such as analysis, synthesis, and evaluation; studying academic and professional writing skills; presenting applied studying skills of the academic types such as essay, article and report.

 

FLE        144   Developing Reading And                            Speaking Skills                    (3-0)3

Developing students´ speaking and listening skills with a variety of activities including reading; reading of and listening to authentic English passages, conversations, poems etc. with emphasis on interaction-based activities.

FLE        147   Spoken English                            (3-0)3

Employing variety of different listening texts that could be used in various discourses regarding from contemporary subjects to academic subjects, focusing on intonation, stress and sound differences; emphasizing the usages of phonetic alphabet in learning as well as production purposes; highlighting th importance of the accurate pronunciation for a language teacher.

 

FLE 227 Masterpieces of World Literature I                   (3-0)3

In this course the great legends in world literature from ancient times to the seventeenth century are studied.  These legends come from Asia, The Far East, the Classical world and Europe.  The course provides essential readings for an understanding of the foundations of literature.

 

FLE 228 Masterpieces of World Literature II                  (3-0)3

This course offers choices from a range of courses in literature, in translation or in the original language, from Europe, Asia, Africa, and Latin America, from the late 17th century through to the present day. Through the study of world literature, students will be expected to recognize, understand, and appreciate the diversity of other cultures and societies and the intrinsic value of national literary traditions different from their own. Consequently, they will be required to demonstrate a more global and historical awareness of their place in the world. Students will be required to identify specific characteristics of the various literary modes common to each national literature and literary period, and, thus, recognize the sources, qualities, and achievements of different national literatures and different literary styles and techniques.

 

FLE 229 Shakespeare I                                       (3-0)3

This course is an intensive study of Shakespeare’s dramatic texts selected from various genres: comedy, tragedy, history and romance. The course will center around four plays, one representative example from each sub-genre. The emphasis will be on the study of the historical background of Elizabethan England,  the culture in which the selected plays were written and performed, the literary style, dramatic principles and content in Shakespeare’s plays such as figurative language, scene development, dialogue, monologue, soliloquy, character development, multiplicity in plot, dramatic irony, thematic elements and their universality.

 

FLE 230 Shakespeare II                                      (3-0)3

This course introduces students to different reading approaches to Shakespeare’s plays. A continuation of FLE 229, four plays (different from the ones studied in other courses) will be studied this time in the light of recent critical practices. Students will explore how various modern critical approaches and literary theories such as semiotics, structuralism, poststructuralism, psychoanalysis, feminism, Marxism and new historicism have been applied to Shakespeare’s plays and examine the connections between issues of language, self, gender, and power in Shakespearean dramatic texts and modern critical theory.

 

FLE 231 Modern Drama I                                    (3-0)3

This course makes a survey of the development of modern drama and studies major trends and theatrical movements of the nineteenth and twentieth centuries such as realism, naturalism, symbolism, expressionism, surrealism, and the absurd through close reading of representative selection of plays by Ibsen, Strindberg, Shaw, Pirandello, Brecht, O’Neill, Ionesco, Pinter, Stoppard and others. In this course, students will examine changes in the social and political role of drama, identify the influences that formed modern drama, read and evaluate samples of plays written in different periods and countries from the perspectives of content and dramatic form, apply critical thinking skills to analyse the connections among them and study how each play responds to the historical and cultural context in which it was written.

 

FLE 232 Modern Drama II                                  (3-0)3

This course studies plays from post World War II to the present. In this course, students will discover philosophical and aesthetic developments in contemporary drama and study how these developments are introduced as modes of expression reflecting globalization and contemporary cultural, political and economic forces and changes.

 

FLE 233 Literature and Society I                       (3-0)3

Examining literature as social evidence and testimony, this course deals with literary works which provide a variety of commentaries on and insights into the societies which produced them.  Literature is taken as both a product of and a commentary on its social environment, which provides as much relevant information indirectly as it does directly and literally;  various theoretical models for analysing these sometimes complex interactions are introduced in this course, and students are expected to use these theories in their analyses of the set texts. A selection of important literary texts from different societies is used, including works by some of the following: Monica Ali, Atwood, Malcolm Bradbury, Beecher-Stowe, Chekhov, Coetzee, Dostoevsky, George Eliot, Flaubert, Gaskell, Henry James, Yasar Kemal, Kipling, Thomas Mann,  Henry Miller, Toni Morrison, Pamuk, Tolstoy, Twain, Zola.

 

FLE 234 Literature and Society II                     (3-0)3

This course looks at the influence that literature has on society as well as the ways in which it reflects or challenges social norms; such themes as 'honour and heroism', 'religion', 'women', 'poverty', 'colonialism', 'individuality', and 'integration and alienation' are studied in relation to famous and influential works of literature.  In addition,  the material production of literature, history of textual transmission,  and sociology of the text are examined and issues such as official and unofficial censorship, popular literature and the Canon, performance and criticism are discussed. 

 

FLE 235 Modern Fiction I                                   (3-0)3

This course focuses on British prose fiction from 1900 to the Second World War. After an introduction to the philosophical, political and economic background and to the arguments of Modernism, some of the main characteristics of Modernist art and of  modern fiction in more general terms  are studied in relation to works by such writers as James, Conrad, Wells, Bennett, Woolf, Joyce, Mansfield, Forster, Greene. The extent to which modern literary theories are responses to Modernist Fiction is discussed. 

 

FLE 236 Modern Fiction II                                  (3-0)3

A number of works of later 20th century and contemporary British fiction are studied in depth paying attention to issues of contemporaneity and difficulties of evaluating very recent literature, the course to include sustained discussion of  the rise and development of postmodernism and the problem of a literary canon.  Set texts to include works by some of the following writers:  Beckett, Doris Lessing, Spark, Fowles, Golding, Carter, Lodge, Byatt, Rushdie, Barnes, Ackroyd.

 

FLE 239 From the Epic to the Novel I                (3-0)3

In this course a study of classic epics leads to identification and delineation of important epic motifs.  These motifs are then traced through significant examples of later epics and romances. Up to and including major works of the Renaissance period.  This course will include discussion of the following works: The Iliad, The Odyssey, The Aeneid, Beowulf, Don Quixote, Gargantua and Pantagruel, Paradise Lost.  Students are expected to read the complete versions of a number of these and to be familiar with the general argument and some extracts of others.  These works will be discussed both formally and thematically.

 

FLE 240 From the Epic to the Novel II               (3-0)3

In this course students are required to carry out close study and analysis of novels showing epic or epic-like motifs and themes from the eighteenth century to the present.  Such works as Tristram Shandy, Moby Dick, Ulysses, War and Peace, and The Magic Mountain are studied in this respect. 

 

FLE        245   Turkish Phonetics and Morphology          (3-0)3

Linguistic approaches to the study  of sound and form units of languages; description the phonetic and morphological units of Turkish making comparisons for teaching a foreign language.

 

FLE        246   Turkish Syntax and Semantics                  (3-0)3

The linguistic analysis and description of Turkish sentence structures; arranging materials for teaching Turkish sentence structure with a linguistic approach; the application of modern approaches to semantics to the analysis of the Turkish language; the contribution of semantics to the teaching of Turkish.

 

FLE  251   Creative Reading                                (3-0)3

“Creative Reading” is a web-based reading course that is composed of four modules. The presentation of each module has two stages. In the first stage, students read the section entitled “Strategies for Effective Reading” which basically focuses on reading strategies that aim to develop students’  reading skills, providing information on various reading strategies such as contextual clues, figurative/literal language, and tips on how to use them. At this stage students do exercises in the form of completing sentences or answering questions through which they revise the topics introduced. In the second stage, students use the skills they learned in a  meaningful and communicative context. At this stage, students read stories and various articles to answer questions with a focus on comprehension of the text and the new vocabulary items. These reading materials are enriched with music, animations and pictures to provide a challenging and communicative learning and practice environment.   

 

FLE 253  Modern Poetry I                                   (3-0)3

This course will explore the shifting meanings of "modern" and "British” within poetic practice, charting a literary history from the late nineteenth to the late twentieth century. The first several weeks of the course will treat some of the currents that gave rise to modernist poetry in Britain, including “movements” such as Imagism and Vorticism, and the new kinds of experience brought about by World War I. The middle part of the course will be centrally concerned with two major figures of “high” modernism, T.S. Eliot and W.B. Yeats. The final part of the course will deal largely with responses to and articulations within the terms set out by modernist poetry: for example, W.H. Auden’s “diagnosis” of English culture between the wars; Irish, Scots, Welsh poets’ negotiation of minority cultures within British modernity; and Philip Larkin’s hostility toward modernism’s experimentalism and cosmopolitanism. The student will identify and explain the social, religious, philosophical and economic forces of the period and read and identify modernist poets.

 

FLE 254 Modern Poetry II                                   (3-0)3

This course is designed to read and discuss a range of important American poems representing the cultural and regional diversity of American Literature. We will focus  a good deal of attention on Wallace Stevens, William Carlos Williams, Ezra Pound, H.D. and Robert Duncan. This course will help students understand and appreciate Modern American Poetry through the study of the most important practitioners of poetry locating them in their historical and social context.

 

FLE 255 Selections from American Literature I                             (3-0)3

This course surveys the literary, cultural, philosophical, religious, social and economic dimensions of the Pre-colonial, Revolutionary, Romantic, early 19th century periods through a chronological study of major authors and their writing. Included on the reading list are Anne Bradstreet, Edward Taylor, Washington Irwing, James Fenimore Cooper, William Cullen Bryant, Henry Wadsworth Longfellow, Oliver Wendell Holmes, Edgar Allan Poe, Ralph Waldo Emerson, Henry David Thoreau, Nathaniel Hawthorne and Herman Melville.

 

FLE 256 Selections from American Literature II                           (3-0)3

This course will focus on historical survey of American Literature from the mid-19th century through the 20th century. This course will include Walt Whitman, Emily Dickinson, Mark Twain, Stephen Crane, Edwin Arlington Robinson, Willa Cather, Sherwood Anderson, William Faulkner, Ernest Hemingway, Gertude Stein, Ezra Pound, Marianne Moore, e.e.cummings, Wallace Stevens, James Baldwin, Denise Levertov, Adrianne Rich, Saul Bellow, Arthur Miller, Tennessee Williams, Alan Ginsberg, J.D. Salinger, John Barth, Toni Morrison, and Louise Erdrich. Students will identify and explain the social, religious, philosophical, and economic forces behind literary movements.

 

FLE 257 Psychological Trends in Literature I                 (3-0)3

This course examines the interrelationships between literature and psychoanalysis. The idea of this course is to introduce students to psychoanalysis and to psychoanalytically informed ways of reading and interpreting texts. Readings will include a selection from the short stories of Edgar Allan Poe, E.T.A. Hoffman, Mary Shelley’s Frankenstein, Henry James’s The Turn of the Screw, and R. L. Stevenson’s Dr. Jekyll and Mr. Hyde. Students will focus on the convergences between these works and various essays written by Sigmund Freud, Carl Gustav Jung, Otto Rank, Sandor Ferenczi, Melanie Klein and Jacques Lacan.

 

FLE 258 Psychological Trends in Literature II                                (3-0)3

This course will survey important texts in post-Lacanian psychoanalytic texts and literature that invites a psychoanalytic approach. In this course  students will familiarize themselves with some of the key concepts of  Helene Cixous, Luce Irigaray, Julia Kristeva, Slavoj Zizek and Judith Butler. They will also examine the texts written by Shoshana Felman, Gayatri Chakrovorty Spivak, Peter Brooks, Louis Althusser and Fredric Jameson and learn how to extrapolate meaning from literary texts such as James Joyce’s Ulysses and Virginia Woolf’s Mrs Dalloway.

 

FLE 259 Moral and Social Aspects in Children's Literature I                                                     (3-0)3

This course provides an introduction to different theories and differing views as to the determinants of morality and different aspects of moral development.  The major current approaches to moral development are discussed with examples of application in child literature from the Victorian period up to the present. 

 

FLE 260  Moral and Social Aspects in Children's

Literature II                                                         (3-0)3

In this course children's literature is examined  as a source for promoting moral and social development.  Through close study of key texts in developmental psychology and children's literature, further theoretical tools are presented and personal skills are developed  in the identifying and interpreting of  moral aspects of text and narrative. 

 

FLE 263 History of the Theatre I                       (3-0)3

This course introduces students to the origins of theatre through intensive reading and analysis of plays from ancient Greece and Rome in their theatrical and social contexts and  examines the contributions of these plays to contemporary drama. In this course, the origins of Greco-Roman drama and typical structures and subject matters of tragedy and comedy will be studied,  these distinguishing characteristics will be identified and analyzed as they are seen in the selected plays, the relationship between the nature and role of drama in society will be discussed and through readings, lectures, and discussions the influence of past styles, conventions and theatrical theory  on Western modern drama and dramatic criticism will be explored.

 

FLE 264 History of the Theatre II                      (3-0)3

This course is a study of the development of theatre through the Middle Ages with emphasis on English drama of the Medieval period. Selected mystery and morality plays will be read and analyzed to understand the world view which they represent and the society which produced them. In this course, students will become familiar with the main types and themes of Medieval drama and discover the position and function of drama in the Medival period and the relationship of art to society. They will also explore and express the connections between Medieval drama and drama in subsequent periods.

 

FLE 267 The Short Story in World Literature I                              (3-0)3

Following a brief study of the nature of this literary form, a comprehensive collection representing the most outstanding short stories written in the past hundred years by English and American writers is examined. This course is designed to develop an appreciation of short story and to provide the students with an understanding of its processes. Students will be exposed to the common elements of short story and its terminology and the historical development of the genre through an analysis of individual short stories; their style and structure. The course also offers brief background notes on the authors, the contextual forces that influenced their orientations; and on the significance of the plays in the context of Western literature. The course will be taught through a combination of readings, and discussions in which the students will demonstrate an understanding of the elements of the short story, its historical development and the major themes of the short story.

 

FLE 268 The Short Story in World Literature II                             (3-0)3

This course covers short stories from world literature written in or translated into English (Irish, Russian, Indian, African, Australian, Canadian ...) dating from early 19th century to the post-colonial period written by a diverse range of English-speaking authors and authors from different languages. In addition to examining the literature of these writers, the course is designed to explore the biographical and historical context in which they produced as well as the social and philosophical implications of their messages. This course also aims at a contrastive analysis of generic types: short story vs. novel, short story vs. essays, and short story vs. diary; and how they inform each other; and thus, offers the students the opportunity to consider the relationships between works of literature. The course will be taught through a combination of readings, and discussions in which the students will demonstrate an understanding of the elements of the short story, its historical development and the major themes of the short story.

 

FLE        271   Comparative English-German   Language Structure I                                         (3-0)3

German grammar, German grammar compared to English grammar. Language training in German.

 

FLE        272   Comparative English-German   Language Structure II                                        (3-0)3

A continuation of FLE 271.

 

 

FLE        273   Reading Comprehension and     Writing in German I                                          (3-0)3

Developing reading and writing skills. Textual practice of  grammatical knowledge.

 

FLE        274   Reading Comprehension and     Writing in German II                                        (3-0)3

A continuation of FLE  273.

 

FLE        275   Modern Language  Use I             (3-0)3

Language training in German with focus on the standard language.  Lexical and structural problems in the process of communication.

 

FLE        276   Modern Language Use II             (3-0)3

A continuation of FLE 275.

 

FLE        279   Introduction to Comparative Linguistics                                                (3-0)3

The genealogical classification of the languages of the world. The topological classification of the languages of the world. Different explanations of the relationship between languages. The Indo-European language group. The Germanic language group. Universal grammar and language diversity.

 

FLE        281   General Linguistics I                  (3-0)3

Features and functions of human communication, components of language and  methods of linguistic analysis with emphasis on transformational models. Study of major transformational rules. Not open to students majoring in English Language Teaching.

 

FLE        282   General Linguistics II                 (3-0)3

Analysis of phonological components of language. Brief survey of linguistic change and language variation. Language acquisition.

Not open to students majoring in English Language Teaching.

 

FLE        285   Language and Culture                (3-0)3

Beginning with a discussion of language as a social institution, this course treats various aspects of the reciprocal relationship between language and culture, including language and world view, language and nationalism, naming and word magic, linguistic taboos, and national language policy.

 

FLE        286   Language and Society I               (3-0)3

Basic sociolinguistic concepts; language and socialization, language and social setting, pluralingualism and verbal repertoire.

 

FLE        287   Begınner Italıan                          (3-0)3

Italian for beginners. The alphabet, pronunciation, simple greetings, descriptions, Simple Present Tense, Simple Past Tense, Future Tense, and the fundamentals of the Italian language. Analysis of simple grammar structures and elementary conversation skills.

Prerequisite: No prior experience with Italian language.

 

FLE        288   Elementary Italıan                       (3-0)3

Developing reading and writing skills of the students who have already taken 251. Italian language -as used in everyday situations. Further studies on Italian grammar taught through dictation, translation and reading exercises.

Prerequisite:FLE 251 Beginner Italian

 

FLE        289   Language and Society II              (3-0)3

Basic sociolinguistic concepts; attention, perception, memory; the actual production and processing of language.

 

FLE        291   Comparative English-French Language Structure I                                              (3-0)3

A beginners' course in French language with focus on grammar. Knowledge of English grammar is presupposed and will be used in explaining the grammatical structure of French.

 

FLE        292   Comparative English-French Language Structure II                                            (3-0)3

A continuation of FLE 291.

 

FLE        293   Reading Comprehension and     Writing in French I                                                            (3-0)3

Developing reading and writing skills and textual practice of  grammatical knowledge.

 

FLE        294   Reading Comprehension and     Writing in French II                                           (3-0)3

A continuation of FLE 293.

 

FLE 295 Post-Colonial and the Third World Literature                                                               (3-0)3

This course has a twofold aim. First, it explores literary texts written by authors born into the colonial and imperialist discourse. Second, the course focuses on texts written by authors who live(d) in a colonized country. The course will discuss literary texts against the background of theoretical formulations, historical, linguistic, geographical and cultural contexts with an emphasis on race, sex, gender and identity; and how they are represented and problematized.   The students will also discuss different definitions of postcolonialism and related terms such as related terms such as cosmopolitanism, hybridity, diaspora, and nationalism with references to theoretical texts created by Edward Said, Homi Bhabha, Gayatri Spivak, Benedict Anderson and others. Texts will be drawn from a variety of genres (e.g. fiction, poetry, autobiography, drama, travel writing, essays, film) and from several countries.

 

FLE 305 The English Renaissance                     (3-0)3

This course offers an intensive study of works by English Renaissance playwrights exclusive of Marlowe and Shakespeare. The focus will be on the structure, style and dramatic forms of the selected plays and their relation to political history and Renaissance thought. This course aims to help students gain a critical perspective of historical and social forces which contributed to the development of such genres as revenge tragedy and city comedy and to enable them to understand the homogenised concept of “the Renaissance” through varieties of textual, social and ideological construction of human experience in plays by Kyde, Dekker, Jonson, Webster, Middleton, Ford, and others.

 

FLE 312 19th Century English Literature        (3-0)3

19th century English essays, novels, poems and drama are studied as interacting with the debates and discoveries of the long Victorian era.  The social, political, scientific and philosophical discussions of the period are introduced through  the works of such key figures as John Stuart Mill, Karl Marx and Charles Darwin. Taking these and other issues into consideration, the students are required to read works by  Matthew Arnold, the Bronte sisters, Robert and Elizabeth Browning, Thomas Carlyle, Wilkie Collins, Charles Dickens, George Eliot, Thomas Hardy, Ruskin, the Rosettis, Walter Scott, G. B. Shaw, Mary Shelley, Tennyson, W. M. Thackeray, and Oscar Wilde. 

 

FLE        313   Discourse Analysis for                                Language Teachers                              (3-0)3

Functional analysis of language; Methods of analyzing spoken and written language; Interaction in the classroom setting.

 

FLE        314   History of the English                                 Language                              (3-0)3

Sentence structure, word formation, semantics, phonology (pronunciation change), spelling, dialectal & socio-linguistic variation. The general approach is chronological, through studies of selected passages from different times.

 

 

FLE        315   Practical Applications in

                       Language Testing                         (3-0)3

Communicative and integrative testing of four major language skills through lectures, analysis and comparison of sample tests, workshops on test production and study visits to the testing centers of major institutions in the vicinity. 

 

FLE        316   Seminar in Advanced                                  Composition                         (3-0)3

Useful hints/tips on thesis writing and paraphrasing and students' professional needs, concentrating on editing and revision strategies, grading and critical evaluation of student essays, and letter/resume writing.

 

FLE        317   Error Analysis in ELT                  (3-0)3

Examining the errors frequently made by learners in the English learning process emphasis on  classification of  common errors, the origins of learners' errors and the ways to help learners  correct their errors.

 

FLE        318   Audio-Visual Aids in ELT            (3-0)3

Introducing different kinds of visual aids which improve the language teaching and learning process.  Students will be shown why the aid is useful, how to use it, and to which language items the aid is best applied. Recommended for FLE students who are ready to do their practice teaching.

 

FLE        319   Discourse Analysis for   Translation          (3-0)3

The use of discourse analysis to understand the characteristics of texts; translating various types of texts from English to Turkish; discussing  problematic points in translation and finding ways of dealing with them.

 

FLE        320   Phonetics for Learners of   English            (3-0)3

An introduction to the basic concepts of articulatory phonetics; the use of this knowledge in the description and classification of English sounds; helping students to produce and perceive English to become better communicators.

 

FLE 325 Selections from the English Novel I                   (3-0)3

The aim of the course is to instruct the students about the characteristics of novel as a literary genre and to show the classroom techniques for teaching the  18th  and the 19thCentury  novels through  the close study of major texts from these  periods. The 18th century, of course, embraces its proper hundred years, but the period is often more generously stretched to include the Restoration era--the last forty years of the 17th century following the return of Charles II to the throne--and even the first two decades of the 19th century. The Napoleonic Wars comprised a series of global conflicts fought during Napoleon Bonaparte's imperial rule over France (1805–1815). They formed to some extent an extension of the wars sparked by the French Revolution of 1789. Nationalism would shape the course of much of future European history; its growth spelled the beginning of some nations and states and the end of others.

 

FLE 326 Selections from the English Novel II                 (3-0)3

In the twentieth century, scientific  discoveries,  better communications and faster transportation transformed the world in those hundred years more than any time in the past. It was a century that started with steam powered ships as the most sophisticated means of transport, and ended with the space shuttle. As a result of technological, medical, social, ideological, and political innovation, in  the twentieth century the life expectancy and the quality of living changed a lot. Arguably more technological advances occurred in any 10 year period following World War I than the sum total of new technological development in any previous century.. War reached an unprecedented scale and level of sophistication; in the Second World War (1939-1945) alone, approximately 57 million people died, mainly due to massive improvements in  the field of weapons. Scientific discoveries such as the theory of relativity and quantum physics radically changed the worldview of many people.The aim of the course is to instruct the students about the characteristics of novel as a literary genre and to show the classroom techniques for teaching the  20^th and 21st Century  novels through  the close study of major texts from these  period,  from the modernist novel to the postcolonial novel. Major authors may include James, Conrad, Woolf, Joyce, Forster, Lawrence, Orwell, Beckett, Golding, Fowles, Spark, Murdoch,  Lessing, Rushdie, Carter, Ishiguro, Barnes.

 

FLE 327 World Mythology                                  (3-0)3

This course is designed to acquaint students with  some of the world’s most influential mythology. The students will explore the theory of myth and the use of myth in art, literature and film. During the course, students will study the myths from different cultures: Classical Greek, Roman mythology, Celtic mythology, Scandinavian myhtology, Sumerian mythology, Native American myhthology, Near Eastern mythology, African mythology and Oriental mythology.

 

FLE 329 Structure and Content in Prose Narrative Literature                                     (3-0)3

While investigating the relationship between "realism" and verisimilitude, this course provides an introduction to the main theories and techniques of narratology and stylistics.  For narratology the theories of Todorov, Booth, Bal, Genette and Fludernick are studied, while Rimon Kenan's work is used as the main centralizing text for the class.  The main stylisticians referred to are Lodge and Short.  Bringing insights from these theorists together, analyses of various novels and short stories are made.  

 

FLE 332 The Restoration and the Enlightenment           (3-0)3

In this course the interactions between the literature of the long eighteenth century and its cultural contexts are examined.  The theories of Hobbes and Locke, and the work of Newton and the Royal Society in England, and the theories and work of Descartes, Rousseau, Voltaire, Diderot, and Montesquieu in France are discussed;  the many social, philosophical and political changes started in this period are introduced through readings of selections from these thinkers' writings (including letters and diaries).  The literature of the period is studied with close reading of set texts, and attention is paid to all genres and many text types, to include verse, prose, the novel, satire, diaries, early biographies, the essay and journalism. Especially important among the literary figures studied here are Dryden, Swift, Pope, Addison, Steele, Johnson, and Voltaire.  While concentrating on the ideas of the period, the course also  examines the extent to which this period paves  the way for Romanticism philosophically and artistically.

 

FLE        376   Development of  Communicative Competence in German                   (3-0)3

Communicative grammar of German including speech acts, communicational routines, and discourse analysis.

 

FLE        379   Introduction to Cognitive Linguistics                                                      (3-0)3

Models for the acquisition, processing, and application of human knowledge as the object of cognitive sciences. Cognitive linguistics as the investigation of the acquisition, processing, and application of language knowledge. Grammar as a model of human language knowledge. Relations to artificial intelligence.

 

FLE  396 Development of  Communicative  Competence in French                                                           (3-0)3

A course in the communicative grammar of French including speech acts, communicational routines and discourse analysis.

 

FLE 406 Poetry Analysis                                     (3-0)3

This class is an introduction to English and American poetry. We will study poems from the Renaissance to the present day. Poets to be read include Shakespeare, Donne, Marvell, Coleridge, Wordworth, Keats, Bradstreet, Emerson, Whitman, Dickinson, Yeats, Eliot, Frost, Williams and Stevens.

 

FLE 407  The Novel: Analysis II                         (3-0)3

The aim of the course is to further instruct the students about the characteristics of the novel as a literary genre and to show the classroom techniques for teaching 19th,  20^th  and 21^st Century  novels through  the close study of major texts from these  periods. Major authors may include Bronte, Dickens, Eliot, Conrad, Joyce, Woolf, Forster, Lawrence, Orwell, Amis, Lessing, Rushdie. 

 

FLE 411 The 20th Century English Novel         (3-0)3

The literature of the 20th century has an overwhelming preoccupation with the self, the nature of consciousness, and the processes of perception. Literature is often subjective, and personal and internal. Authors are concerned with the fragmentation of both experience and thought. Many employ stream-of-consciousness: the fluid, associational, often illogical, sequence of the ideas, feelings and impressions of a single mind as seen in the works of Virginia Woolf and James Joyce. This course will include: presentation of the characteristics of novel as a literary genre, approaches to analyzing the novel analysis considering of the work of major novelists and classroom techniques for teaching the novel and practical applications

 

FLE        476   Lexical Structure and Word Formation in German               (3-0)3

The morpho-syntactic structure of German including morpho-phonemic structure, derivation and composition of words, semantic structure, and loan influence.

 

FLE        496   Lexical Structure and Word Formation in French           (3-0)3

A course in the morpho-syntactic structure of French, including morpho-phonemic structure, derivation and composition of words, semantic

structure, and loan influence.