This course aims to enable the students to understand the nature of meanings, reference, sense, and logic; the nature of spoken and written texts, to develop sensitivity to the ways speakers and writers adjust their verbal communication according to the situation and communication goals, and to use the right tools to analyze sets of discourse. This course is mostly theoretical in which students are engaged in lectures, discussions and literature studies. Assessment is conducted in terms of students’ classroom participation, assignment, mid and final tests.

After this course, the students are expected to:

1) understand the concepts and scopes of meanings, and discourse analysis,

2) be able to analyze language use in a wide range of discourse types,

3) know the contribution of discourse analysis in language teaching.

Cook, Guy. 1989. Discourse: Language Teaching-A scheme for Teacher Education. OUP.

Coulthard, Malcolm. 1985. An Introduction to Discourse Analysis. Longman

Cutting, Joan. 2002. Pragmatics and Discourse. London: Routledge.

James R. Hurford, Brendan Heasley, and Michael B. Smith. 2007. Semantics: a course book. Cambridge: Cambridge University Press

Nunan, D. 1993. Introducing Discourse Analysis. Penguin English.

McCharty, 2000. Dicourse Analysis for Language Teachers.

Rankema, Jan. 2004. An Introduction to Discourse Studies. Amsterdam: John Benjamins Publishing Company.

Stubbs, Michael.1989. Discourse Analysis: The Sociolinguistic Analysis of Natural Language. Oxford: Basil Blackwell Ltd.

This course aims to enable the students to understand the nature of meanings, reference, sense, and logic; the nature of spoken and written texts, to develop sensitivity to the ways speakers and writers adjust their verbal communication according to the situation and communication goals, and to use the right tools to analyze sets of discourse. This course is mostly theoretical in which students are engaged in lectures, discussions and literature studies. Assessment is conducted in terms of students’ classroom participation, assignment, mid and final tests.

After this course, the students are expected to:

1) understand the concepts and scopes of meanings, and discourse analysis,

2) be able to analyze language use in a wide range of discourse types,

3) know the contribution of discourse analysis in language teaching.

Cook, Guy. 1989. Discourse: Language Teaching-A scheme for Teacher Education. OUP.

Coulthard, Malcolm. 1985. An Introduction to Discourse Analysis. Longman

Cutting, Joan. 2002. Pragmatics and Discourse. London: Routledge.

James R. Hurford, Brendan Heasley, and Michael B. Smith. 2007. Semantics: a course book. Cambridge: Cambridge University Press

Nunan, D. 1993. Introducing Discourse Analysis. Penguin English.

McCharty, 2000. Dicourse Analysis for Language Teachers.

Rankema, Jan. 2004. An Introduction to Discourse Studies. Amsterdam: John Benjamins Publishing Company.

Stubbs, Michael.1989. Discourse Analysis: The Sociolinguistic Analysis of Natural Language. Oxford: Basil Blackwell Ltd.

This course aims to enable the students to understand the nature of meanings, reference, sense, and logic; the nature of spoken and written texts, to develop sensitivity to the ways speakers and writers adjust their verbal communication according to the situation and communication goals, and to use the right tools to analyze sets of discourse. This course is mostly theoretical in which students are engaged in lectures, discussions and literature studies. Assessment is conducted in terms of students’ classroom participation, assignment, mid and final tests.

After this course, the students are expected to:

1) understand the concepts and scopes of meanings, and discourse analysis,

2) be able to analyze language use in a wide range of discourse types,

3) know the contribution of discourse analysis in language teaching.

Cook, Guy. 1989. Discourse: Language Teaching-A scheme for Teacher Education. OUP.

Coulthard, Malcolm. 1985. An Introduction to Discourse Analysis. Longman

Cutting, Joan. 2002. Pragmatics and Discourse. London: Routledge.

James R. Hurford, Brendan Heasley, and Michael B. Smith. 2007. Semantics: a course book. Cambridge: Cambridge University Press

Nunan, D. 1993. Introducing Discourse Analysis. Penguin English.

McCharty, 2000. Dicourse Analysis for Language Teachers.

Rankema, Jan. 2004. An Introduction to Discourse Studies. Amsterdam: John Benjamins Publishing Company.

Stubbs, Michael.1989. Discourse Analysis: The Sociolinguistic Analysis of Natural Language. Oxford: Basil Blackwell Ltd.

Grammar Meaning Discourse is a Systemic Functional Lingustics Based Lecture which discusses Systemic Functional Grammar to find out the meanings of discourse by virtue of metafunction:

Students are able to find the meaning of discourse through metafunction.

Halliday, 1985, 1994

Martin, et al 1997, 2003

Thompson, 2004

Hewings and Hewings, 2004

This course aims to enable the students to understand the nature of meanings, reference, sense, and logic; the nature of spoken and written texts, to develop sensitivity to the ways speakers and writers adjust their verbal communication according to the situation and communication goals, and to use the right tools to analyze sets of discourse. This course is mostly theoretical in which students are engaged in lectures, discussions and literature studies. Assessment is conducted in terms of students’ classroom participation, assignment, mid and final tests.

After this course, the students are expected to:

1) understand the concepts and scopes of meanings, and discourse analysis,

2) be able to analyze language use in a wide range of discourse types,

3) know the contribution of discourse analysis in language teaching.

Cook, Guy. 1989. Discourse: Language Teaching-A scheme for Teacher Education. OUP.

Coulthard, Malcolm. 1985. An Introduction to Discourse Analysis. Longman

Cutting, Joan. 2002. Pragmatics and Discourse. London: Routledge.

James R. Hurford, Brendan Heasley, and Michael B. Smith. 2007. Semantics: a course book. Cambridge: Cambridge University Press

Nunan, D. 1993. Introducing Discourse Analysis. Penguin English.

McCharty, 2000. Dicourse Analysis for Language Teachers.

Rankema, Jan. 2004. An Introduction to Discourse Studies. Amsterdam: John Benjamins Publishing Company.

Stubbs, Michael.1989. Discourse Analysis: The Sociolinguistic Analysis of Natural Language. Oxford: Basil Blackwell Ltd.

This course aims to enable the students to understand the nature of meanings, reference, sense, and logic; the nature of spoken and written texts, to develop sensitivity to the ways speakers and writers adjust their verbal communication according to the situation and communication goals, and to use the right tools to analyze sets of discourse. This course is mostly theoretical in which students are engaged in lectures, discussions and literature studies. Assessment is conducted in terms of students’ classroom participation, assignment, mid and final tests.

After this course, the students are expected to:

1) understand the concepts and scopes of meanings, and discourse analysis,

2) be able to analyze language use in a wide range of discourse types,

3) know the contribution of discourse analysis in language teaching.

Cook, Guy. 1989. Discourse: Language Teaching-A scheme for Teacher Education. OUP.

Coulthard, Malcolm. 1985. An Introduction to Discourse Analysis. Longman

Cutting, Joan. 2002. Pragmatics and Discourse. London: Routledge.

James R. Hurford, Brendan Heasley, and Michael B. Smith. 2007. Semantics: a course book. Cambridge: Cambridge University Press

Nunan, D. 1993. Introducing Discourse Analysis. Penguin English.

McCharty, 2000. Dicourse Analysis for Language Teachers.

Rankema, Jan. 2004. An Introduction to Discourse Studies. Amsterdam: John Benjamins Publishing Company.

Stubbs, Michael.1989. Discourse Analysis: The Sociolinguistic Analysis of Natural Language. Oxford: Basil Blackwell Ltd.

This course aims to enable the students to understand the nature of meanings, reference, sense, and logic; the nature of spoken and written texts, to develop sensitivity to the ways speakers and writers adjust their verbal communication according to the situation and communication goals, and to use the right tools to analyze sets of discourse. This course is mostly theoretical in which students are engaged in lectures, discussions and literature studies. Assessment is conducted in terms of students’ classroom participation, assignment, mid and final tests.

After this course, the students are expected to:

1) understand the concepts and scopes of meanings, and discourse analysis,

2) be able to analyze language use in a wide range of discourse types,

3) know the contribution of discourse analysis in language teaching.

Cook, Guy. 1989. Discourse: Language Teaching-A scheme for Teacher Education. OUP.

Coulthard, Malcolm. 1985. An Introduction to Discourse Analysis. Longman

Cutting, Joan. 2002. Pragmatics and Discourse. London: Routledge.

James R. Hurford, Brendan Heasley, and Michael B. Smith. 2007. Semantics: a course book. Cambridge: Cambridge University Press

Nunan, D. 1993. Introducing Discourse Analysis. Penguin English.

McCharty, 2000. Dicourse Analysis for Language Teachers.

Rankema, Jan. 2004. An Introduction to Discourse Studies. Amsterdam: John Benjamins Publishing Company.

Stubbs, Michael.1989. Discourse Analysis: The Sociolinguistic Analysis of Natural Language. Oxford: Basil Blackwell Ltd.