PSYCHOLOGY | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
ELT5020 | Teaching Language Skills | Fall | 3 | 0 | 3 | 8 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | Non-Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. Öğr. Üyesi YEŞİM KEŞLİ DOLLAR |
Recommended Optional Program Components: | none |
Course Objectives: | This course aims to provide the students with the practical skills they need to teach English and a theoretical background to TESOL. |
The students who have succeeded in this course; At the end of this course students will learn both the theories and practices behind the following: • How to teach speaking skills: teaching the sounds, stress and intonation of English. • How to teach listening skills: practical approaches you can use in the classroom. • How to teach reading skills: practical ideas in teaching intensive and extensive reading. • How to teach writing skills: from individual sentences to descriptive passages. |
This course covers the theories and applications of language teaching skills. |
Week | Subject | Related Preparation |
1) | Orientation to the course, syllabus. Sign up for tasks. | |
2) | • Learners • Teachers | |
3) | • Managing the classroom • Planning lessons | |
4) | • Describing learning and teaching | |
5) | • Describing language | |
6) | • Teaching the language system | |
7) | • MIDTERM | |
8) | • Teaching Reading | |
9) | • Teaching Writing | |
10) | Presentations | |
11) | • Teaching Speaking | |
12) | • Teaching Listening | |
13) | Presentations | |
14) | • REVISION | |
15) | • FINAL EXAM |
Course Notes / Textbooks: | Harmer, J. (2007). How to teach English. Pearson Longman Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. USA: Prentice Hall. Doff, A. (1990). Teach English: A training course for teachers. NY: CUP Nunan, D. (1998). Language teaching methodology: A textbook for teachers. Hertfordshire: Prentice Hall Europe. |
References: | Richards, J. C. & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. NY:CUP. Singhal, M. (2006). Teacing reading to adult second language learners. USA: The reading matrix, Inc. Ur, P. A course in language teaching: Practice and theory. NY: CUP. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 3 | % 10 |
Homework Assignments | 3 | % 20 |
Presentation | 1 | % 20 |
Project | 1 | % 20 |
Final | 1 | % 30 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Application | 2 | 8 | 16 |
Field Work | 4 | 10 | 40 |
Study Hours Out of Class | 3 | 12 | 36 |
Presentations / Seminar | 2 | 10 | 20 |
Homework Assignments | 4 | 12 | 48 |
Midterms | 1 | 2 | 2 |
Final | 1 | 2 | 2 |
Total Workload | 206 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Develop close interest in human mind and behavior, and attain critical thinking skills (in particular the ability to evaluate psychological theories using empirical evidence), as well as appreciating psychology as an evidence based science. | |
2) | Gain a biopsychosocial understanding of human behavior, namely, the biological, psychological, social determinants of behavior. | |
3) | Acquire theoretical and applied knowledge and learn about basic psychological concepts and perspectives | |
4) | Familiarize with methodology and data evaluation techniques by being aware of scientific research methods (i.e. correlational, experimental, longitudinal, case study). | |
5) | Employ ethical sensitivity while doing assessment, research or working with groups. | |
6) | Familiarize with the essential perspectives of psychology (cognitive, developmental, clinical, social, behavioral, and biological). | |
7) | Get the opportunity and skills to evaluate qualitative and quantitative data, write reports, and present them. | |
8) | Attain preliminary knowledge for psychological measurement and evaluation. | |
9) | To have a basic knowledge of other disciplines (e.g. sociology, history, political science, communication studies, philosophy, anthropology, literature, law, art, etc) that can contribute to psychology and to be able to make use of this knowledge in understanding and interpreting of psychological process. | 3 |