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
ELT2005 Approaches to English Language Teaching Fall 2 2 3 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 : Instructor ALİ ÖZTÜFEKÇİ
Recommended Optional Program Components: None
Course Objectives: *Gain understanding of various ELT approaches and methods
*Apply their knowledge of methods and techniques into lesson planning
*Write lesson plans for a specific ELT method
*Design small activities using specific techniques in each ELT method covered in class
*Critically discuss the main tenets of each ELT method
*Observations at designated schools by using their course-related lesson plans, activities, and materials.

Learning Outcomes

The students who have succeeded in this course;
Students who complete this course will be able to;
1. Identify and describe the major language teaching movements from the 19th century to the present,
2. Distinguish the concepts of approach, method and technique,
3. Demonstrate the use of a technique in a language teaching method,
4. Relate theory to practice in different educational contexts.

Course Content

The purpose of this course is to inform students in the areas of language learning and teaching both in theory and practice. Students will start in class activities and observations by learning the latest methods and techniques.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Course/Syllabus overview A Brief History of Language Teaching Introduction (Larsen-Freeman & Anderson, 2011) School Placements
2) The Grammar-Translation Method Ch.2 – (Larsen-Freeman & Anderson, 2011)
3) The Direct Method Ch.3 – (Larsen-Freeman & Anderson, 2011)
4) The Audio-Lingual Method Ch.4 – (Larsen-Freeman & Anderson, 2011) Observation Task 1 due
5) The Silent Way Ch.5 – (Larsen-Freeman & Anderson, 2011)
6) Desuggestopedia Ch.6 – (Larsen-Freeman & Anderson, 2011) Observation Task 2 due
7) Community Language Learning Ch.7 – (Larsen-Freeman & Anderson, 2011)
8) Total Physical Response Ch.8 – (Larsen-Freeman & Anderson, 2011) Observation Task 3 due
9) Midterm
10) Communicative Language Teaching Ch.9 – (Larsen-Freeman & Anderson, 2011) Observation Task 4 due
11) Content-based Instruction Ch.10 – (Larsen-Freeman & Anderson, 2011) Observation Task 5 due
12) Task-based Language Teaching Ch.11 – (Larsen-Freeman & Anderson, 2011) Observation Task 6 due
13) The Political Dimensions of Language Teaching and the Participatory Approach Ch.12 – (Larsen-Freeman & Anderson, 2011)
14) Learning Strategy Training, Cooperative Learning, and Multiple Intelligences Ch.13 – (Larsen-Freeman & Anderson, 2011)

Sources

Course Notes / Textbooks: Larsen-Freeman, D., Anderson, M. (2011). Techniques and Principles in Language Teaching. Oxford University Press.
References: Larsen-Freeman, D., Anderson, M. (2011). Techniques and Principles in Language Teaching. Oxford University Press.

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 14 % 10
Project 7 % 40
Midterms 1 % 20
Final 1 % 30
Total % 100
PERCENTAGE OF SEMESTER WORK % 30
PERCENTAGE OF FINAL WORK % 70
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Application 5 10 50
Field Work 2 2 4
Study Hours Out of Class 6 4 24
Presentations / Seminar 2 2 4
Project 1 0 0
Homework Assignments 8 4 32
Midterms 1 2 2
Final 1 2 2
Total Workload 160

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.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively.
3) 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. 3
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.
6) 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques.
7) 7. Design English language teaching curriculum and lesson plans. 5
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.
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. 3
11) 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements 5
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. 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. 4