Course Information Semester Course Code Course Title T+P+L Credit ECTS 2 04521104 Oral Communication Skills II 3+0+0 5 5 Course Details Language : Turkish Level : Bachelor's Degree Department / Program : Translation and Interpreting English Mode of Delivery : Face to Face Type : Compulsory Objectives : The characteristics of English phonetics, phonetic music and intonation, types of verbal communication are examined and students are given the knowledge of verbal communication. Content : English pronunciation and toning knowledge, verbal communication and discourse types, discourse analysis and oral expression studies Methods & Techniques : Prerequisites and co-requisities : None Course Coordinator : None Name of Lecturers : Asist Prof.Dr. Figen Yılmaz Assistants : None Work Placement(s) : No Recommended or Required Reading Resources : Davis, J. F. (1998) Phonetics and Phonology. Stuttgart: Elnst Klett Verlag.Celik, Mehmet (2001) Learning Stress and Intonation. Ankara: Gazi Kitabevi.Ockenden, Michael (1986) Situational dialogues. London: Longman.Orhan, Tomay. (2001) Academic Speaking Skills. New York: Blackswan.Roach, P. (1983) English Phonetics and Phonology. Cambridge: Cambridge U.P. Course Category Field 100% In-Term Study Informations In-Term Studies Quantity Percentage Mid-terms 1 40% Final examination 1 60% Total 2 100% Activity Informations Activities Quantity Duration Total Work Load Course Duration 14 3 42 Hours for off-the-c.r.stud 14 3 42 Assignments 2 5 10 Mid-terms 1 10 10 Final examination 1 10 10 Total Work Load ECTS: 5 114 Course Learning Outcomes Upon the successful completion of this course, students will be able to: No Learning Outcomes 1 Having knowledge about different disciplines and integrating and using information 2 To be able to put forward intercultural differences researching various cultures 3 To have knowledge about the unifying nature of translation 4 To use information and technology effectively 5 To acquire features required to be a qualified translator 6 To master the rules of the mother tongue and have a rich store of vocabulary 7 To be able to do oral discourse analysis Weekly Detailed Course Contents Week Topics 1 INTRODUCTION: Getting to know, introducing the course, expected course behaviors from the students, measuring method, how to do the homework, introduction of the resources and books to be used in the course, presentation of written and electronic databases. 2 NEW INFORMATION STRESSEmphasis, emphasis in sentence, question and answer sentences, suprasegmentals, meaningful exercises, where the emphasis will go in sentence elements, the introduction of old-new, unstressed - stressed, ordinary - remarkable sentence elements. Application of what is learned in bilateral conversations, recording and evaluation of the voice, determination of the new accent in the watched video. 3 SUMMARY AND INFORMATION GAPDetection and writing of the accents in the watched video, discussion, the contribution of the emphasis to the transmission of the meaning, the summary of the video, whether the student can make the emphasis heard in the summary, recording his own voice, listening to his friend, students' emphasis in the information gap activity. 4 CLASSIFICATION OF WORDS IN TERMS OF STRESSWhat the words with meaning and function are, their common features and students' identification of them in a text, linguistic reasons for stressing words with meaning, strong and weak pronunciation, representation of weak pronunciation with IPA symbols, poorly pronounced words having difficulty in understanding for Turks, weak pronunciation predictability of words. Diagnosis of poor pronunciation in the video, and how much can be accomplished in the summary. Why the abbreviated words in the article are shortened, how much this situation can be achieved in practice. 5 TRANSLATION OF TWO CONVERSATIONS INTO TURKISH – WORKSHOPThe selected word list cards are given to one of the partners to read. He reads paying attention to the stress, and the other student guesses the stressed syllable as 1, 2, 3. Then he tries to emphasize the Turkish pronunciation of the same word. Disruptive and functioning parts of the exercise are discussed. The process is done with the student saying the improvised words in English, then the other student translates into Turkish. 6 STRESS WITHIN THE WORDDetection of stress with the help of a dictionary, its pronunciation, awareness and application, words that stress changes meaning, classification of prefixes and suffixes in terms of emphasis, how nouns turn into verbs, verbs turn into adjectives, clues to determine stress in words, case in compound words, case in numbers and dates. Detection of word stress in the video and in the teacher's speech, whether he can say the same sentence to his friend or not, the summary of the video in accordance with the stress rules. 7 LISTEN AND CATCHDetermining the emphasis of the words that the partner read from the list and repeating the pronunciation, the appropriate use of the studied words in a sentence that the student will create instantly, and the detection of the partner, the capture of the stressed syllable in the information gap activity and the discussion of the partners, how many stressed syllables can be detected in the video, how many of them can be used while making a summary. 8 SENTENCE STRESS – WORKSHOPOne student reads the cards with the target material, paying attention to the emphasis, and the other student applies the same emphasis in consecutive translation style. Disruptive and functioning parts of the exercise are discussed. In the process, the student's impromptu expression is made in English, then the other student translates into Turkish. Then the Turkish sentence is expressed with emphasis and translated. 9 TRANSLATION OF TWO CONVERSATIONS INTO TURKISHIn a group of four students, two people speak English, the third person instantly translates the speech to the fourth person. The fourth person has the responsibility of the referee and the evaluator. Can the speech features and emphasis in double speech be translated into Turkish? It continues by changing the role. Disruptive and functioning parts are listed. 10 STRONG AND COMPARATIVE STRESSPower points in speech, reflexives, adverbs of degree, adjectives, words with innate strong emphasis, drawing the object forward, prepositional adverbs, comparison emphasis, drawing forward, syntax changing techniques, expression and practice, listening to stressed sentences and determination of stress. 11 PRACTICEIdentification of words and phrases that have strong and comparative emphasis in the sentence by listening, performing them in pairs, recording and listening to the speech, discussing the parts that fail and work. 12 RHYTHM AND TONINGThe degree of emphasis in words with more than two syllables, the situation that occurs when the stressed words are side by side, the most important information element in the sentence, rhythm, six kinds of intonation, falling, rising, unchanged, rising, falling-falling, rising-falling, 13 PRACTICEApplication of rhythm and intonation knowledge in consecutive translation, listening to the text, the summary of the text and the effort of the partner to determine the rhythm and intonation, sample workshop, evaluation in different dialogues and texts, determination and repetition studies while watching the video, opinions of friends, expert opinions. 14 Phrase and Phrase-End TONEThe subject of which tones are used correctly in the instant translations made on the basis of clauses, at the end and middle of the clause, in the parts where pauses are made, the feasibility of both instant translation and intonation, the couples get together to practice and share the results with the class. Contribution of Learning Outcomes to Programme Outcomes P1P2P3P4P5P6P7P8P9P10P11P12P13P14 All 5 C1 4 C2 4 C3 5 C4 5 C5 4 C6 3 bbb
