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
ELT2004 Applied Linguistics Spring 3 0 3 5

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 : Instructor RUKİYE ÖZLEM ÖZTÜRK
Course Lecturer(s): Prof. Dr. DERİN ATAY
Recommended Optional Program Components: None
Course Objectives: This course is designed as an introduction to the field of applied linguistics, with an emphasis of study on first (FLA) and second language acquisition (SLA). Students will gain an understanding of the historical development language acquisition theories and how they lead to modern hypotheses on language learning.

Learning Outcomes

The students who have succeeded in this course;
Knowledge on L1 and L2 learning theories, identification and analysis of learner differences, contemporary learning theories

Course Content

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Introduction
2) L1 acquisition
3) L2 acquisition
4) L2 acqusition cont
5) SLA – linguistic perspective
6) Learner language
7) Learner differences
8) Learning style and strategies
9) Focused Class observation week
10) Communicative competence in L2
11) L2 communiğcative competence –article
12) Intercultural communicative competence
13) ICC- article
14) Student presentations

Sources

Course Notes / Textbooks: Brown , H.D. (2007). Principles of Language Learning and Teaching. (5th ed.). New York: Longman.
Deardoff, D. (ed.)(2009). The Sage Handbook of Intercultural Competence. California : Sage Publications
Lightbown, P.M. & Spada, N. (2013). How Languages are Learned. Oxford: OUP
Saville-Troike, M. (2012). Introducing Second Language Acquisition. Cambridge: CUP.
Soler, E.A. & Jorda, M.P. S. (2007) (eds.) Intercultural Language Use and Language Learning. Dordrecht: Springer.
References:

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 14 % 10
Homework Assignments 4 % 40
Midterms 1 % 20
Final 1 % 30
Total % 100
PERCENTAGE OF SEMESTER WORK % 70
PERCENTAGE OF FINAL WORK % 30
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Study Hours Out of Class 6 10 60
Presentations / Seminar 3 3 9
Project 2 6 12
Homework Assignments 3 4 12
Midterms 1 3 3
Paper Submission 4 8 32
Final 1 5 5
Total Workload 175

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. 3
2) 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. 4
3) 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. 5
4) 4. develop English language teaching materials according to the needs of the learners with a critical perspective. 3
5) 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. 3
6) 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. 3
7) 7. Design English language teaching curriculum and lesson plans. 3
8) 8. Organize effective classrooms that promote English language learning. 4
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. 3
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. 4
14) 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. 2
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. 2
16) 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. 3