ENGLISH LANGUAGE TEACHING | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
ELT1105 | Oral Communication Skills I | Spring Fall |
2 | 0 | 2 | 2 |
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: | Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Instructor ALİ ÖZTÜFEKÇİ |
Course Objectives: | 1. To give students practical English-speaking experience in a controlled setting. 2. To help students gain speech confidence and/or reduce communication apprehension. 3. To understand the nature of the speech communication process. 4. To develop the use of language, voice, and nonverbal symbols. 5. To help students critically analyze and evaluate their own and others’ speeches in a more effective way. |
The students who have succeeded in this course; The students who have succeeded in this course; Students who complete this course; 1. have a deeper understanding of components that govern oral speech such as vowel/consonant quality, stress, intonation, and weak vs. strong forms. 2. With this knowledge, they will be able to identify factors that distinguish oral speech from written speech. 3. Key learning outcomes include students' ability to analyze these concepts in others' speech 4. Successful students will also be able to apply this analysis to their own oral communication. |
The first portion of ELT 1105 focuses on a variety of practical sessions which allow students to analyze both successful and unsuccessful communication. Building on their familiarity with this content, students learn about the organization of speech at various levels and apply it to their own speech. Social factors of speech also receive emphasis, including the importance of both audience and context. |
Week | Subject | Related Preparation |
1) | Course/Syllabus overview; What is communication? | |
1) | Informative Speech Presentations | |
1) | Informative Speech Presentations | |
2) | Types of Communication; Pronunciation intro | |
3) | Autobiographical Presentations | |
4) | Reading Analysis and Discussion Methods | |
5) | News Article Summary and Critical Assessment Presentations | |
6) | Asking Questions;Impromptu Speech Methods | |
7) | Impromptu Speeches | |
8) | Informative Speech Introduction | |
9) | Informative Speech Methods and Outlining | |
10) | Informative Speech Presentations | |
11) | Informative Speech Presentations | |
12) | Reasoning and Arguing | |
13) | The Art of Debate | |
14) | Debates |
Course Notes / Textbooks: | Lucas, E. S.(2001-7th Edition). The Art of Public Speaking. New York: McGraw-Hill Companies Inc. Avery, P. & Ehrlich, S. (1992). Teaching American English Pronunciation. Oxford, England: Oxford University Press. Kelly, G. (2000). How to Teach Pronunciation. Essex, England: Pearson Education Limited. |
References: | Lucas, E. S.(2001-7th Edition). The Art of Public Speaking. New York: McGraw-Hill Companies Inc. Avery, P. & Ehrlich, S. (1992). Teaching American English Pronunciation. Oxford, England: Oxford University Press. Kelly, G. (2000). How to Teach Pronunciation. Essex, England: Pearson Education Limited. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 0 |
Homework Assignments | 13 | % 60 |
Presentation | 1 | % 15 |
Final | 1 | % 25 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 75 | |
PERCENTAGE OF FINAL WORK | % 25 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Study Hours Out of Class | 3 | 1 | 3 |
Presentations / Seminar | 1 | 4 | 4 |
Homework Assignments | 10 | 1 | 10 |
Final | 1 | 5 | 5 |
Total Workload | 50 |
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. | |
4) | 4. develop English language teaching materials according to the needs of the learners with a critical perspective. | |
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. | |
8) | 8. Organize effective classrooms that promote English language learning. | |
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. | |
11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | |
12) | 12. Take into consideration professional and ethical rules and principles. | |
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. | |
14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | |
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. | |
16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |