Entry requirements

One of the Turkic languages as native language, as confirmed by grades in Native language 2 or Native language: active bilingualism or an equivalent course, or at least 22.5 credits from Turkic Languages 1 or Turkish: Basic course, 22.5 credits.

Learning outcomes

The aim of the course is to give an overview of the distinctive features of Azeri within the Turkic language family, its phonology, morphology and syntax, as well as basic proficiencies in reading and translating Azeri and using the Latin-based alphabet of Azeri.

For the grade of Pass, on completion of the course students should be able to

knowledge and understanding

• give a general account of the distinctive features of Azeri within the Turkic language family
• describe the basic features of Azeri phonology and morphology
• describe the morphophonological rules of Azeri
• read elementary texts in Azeri with intelligible pronunciation

competence and skills

• use the Latin-based alphabet of Azeri
• vary Azeri nouns, pronouns, adjectives and verbs by inflection
• use simple Azeri grammatical constructions
• identify parts of speech and analyse word forms in elementary texts in Azeri
• translate simple Azeri texts

judgement and approach

• reflect on typological similarities and differences between Azeri and English/Swedish.

Content

The course gives an introduction to the Latin-based alphabet and grammar of modern Azeri, and elementary proficiencies in practical language use. The course gives an overview of the distinctive features of Azeri within the Turkic language family.

Instruction

The instruction consists of lectures, exercises and assessment. The students' own learning activities are crucial during the course.

Assessment

The course has two assessment components:

1. continuous oral and written assignments
2. a final written take-home assignment.

For the grade Pass, Pass is required in all components. For the grade Pass with distinction, Pass with distinction is furthermore required in component 2.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. Special circumstances can include notification of special educational support from the University's disability coordinator.