ENGLISH LANGUAGE TEACHING
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
ELT2001 Introduction to English Literature Fall 2 0 2 4

Basic information

Language of instruction: English
Type of course: Must Course
Course Level: Bachelor’s Degree (First Cycle)
Mode of Delivery: Face to face
Course Coordinator : Dr. Öğr. Üyesi PAUL BERNHARDT
Course Lecturer(s): Dr. Öğr. Üyesi HATİCE ÖVGÜ TÜZÜN
Recommended Optional Program Components: None.
Course Objectives: • Help students gain an understanding of elements of poetry, short story and the novel.
• teach students to critically analyze literary texts
• help students improve verbal and written communication skills
• teach students how to use literary texts in the ELT classroom

Learning Outcomes

The students who have succeeded in this course;
Students who complete this course;
1.Wil learn how to read and discuss works of literature critically.
2. Will learn about the main elements of various literary genres.
3. Will learn to discern the dynamic relationship between literary texts and the period in which they were produced.

Course Content

This course is designed to engage students in the careful reading and critical analysis of poetry, short story and novel. Through close reading of selected reading materials, students will deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers and learn about the socio-historical contexts in which these texts were produced.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Introduction to the course
2) Loving in Truth by Sir Philip Sydney (Socio-historical Context 16th century and the Sonnet Tradition)
3) Sonnets 18 and 130 by William Shakespeare Reading (Socio-historical Context 16th century and the Sonnet Tradition)
4) La Bella Dame Sans Merci by John Keats Reading (Socio-Historical Context 19th Century/Romantic Poetry)
5) Young Goodman Brown by Nathaniel Hawthorne Reading (Socio-Historical Context Puritanism)
6) Midterm
7) Young Goodman Brown by Nathaniel Hawthorne Reading (Elements of Short Story)
8) Young Goodman Brown by Nathaniel Hawthorne Reading (Textual Analysis)
9) Dr.Jekyll and Mr.Hyde by Robert Louis Stevenson
10) Dr.Jekyll and Mr.Hyde by Robert Louis Stevenson Reading (Elements of the Novel)
11) Midterm
12) Dr.Jekyll and Mr.Hyde by Robert Louis Stevenson Reading (19th century Socio-Historical Context)
13) Dr.Jekyll and Mr.Hyde by Robert Louis Stevenson Reading (The Gothic Tradition)
14) Review

Sources

Course Notes / Textbooks: A Selection of reading materials from The Norton Anthology of Poetry, Young Goodman Brown by Nathaniel Hawthorne and Dr.Jekyll and Mr.Hyde by Robert Louis Stevenson
References:

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 14 % 10
Homework Assignments 2 % 10
Midterms 1 % 30
Final 1 % 50
Total % 100
PERCENTAGE OF SEMESTER WORK % 50
PERCENTAGE OF FINAL WORK % 50
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Study Hours Out of Class 2 4 8
Homework Assignments 2 4 8
Quizzes 3 6 18
Midterms 1 2 2
Final 1 2 2
Total Workload 80

Contribution of Learning Outcomes to Programme Outcomes

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) 1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. 2
2) 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. 5
3) 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. 1
4) 4. develop English language teaching materials according to the needs of the learners with a critical perspective. 4
5) 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. 2
6) 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. 5
7) 7. Design English language teaching curriculum and lesson plans. 2
8) 8. Organize effective classrooms that promote English language learning. 1
9) 9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. 1
10) 10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. 5
11) 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements 4
12) 12. Take into consideration professional and ethical rules and principles. 5
13) 13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. 3
14) 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. 3
15) 15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. 4
16) 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. 2