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 |
ELT1108 | Listening and Pronunciation II | Spring | 2 | 0 | 2 | 3 |
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: | ELT1107 Listening and Pronunciation II course aims at providing students with sub-skills of listening such as note-taking, predicting, extracting specific and detailed information, guessing meaning from context, and getting the gist; phonetics; aural authentic listening materials such as interviews, movies, songs, lectures, TV shows and news broadcasts of different accents of English |
The students who have succeeded in this course; By the end of the course, students should be able to: • produce accurate and intelligible English, • more comfortable listening to rapidly spoken English, • produce rhythmically appropriate sentences (i.e. those that will be readily understood both by native and non-native speakers), • identify consonant and vowel clusters in word initial, medial, and final and use it across word boundaries (i.e. connected speech), • improve pronunciation skills at a segmental level with special emphasis on the phonetic alphabet and problem sounds for Turkish students, • improve pronunciation skills at a suprasegmental level by focusing on word stress, sentence stress, intonation and linking, • improve listening skills and strategies of students in academic and everyday English, • implement strategies to improve their oral communication and listening comprehension, • be familiar with different native and non-native accents of English |
This course is designed to help students whose native language is not English to gain functional intelligibility, functional communicability, increase self-confidence, and speech monitoring abilities. This entails a better control of their pronunciation during a communicative task, a faster recovery from a communicative breakdown, and the overall intelligibility during spontaneous speech. The course will focus on higher level listening skills and strategies such as note-taking, predicting, extracting specific and detailed information, guessing meaning from context, and getting the gist through content-based activities. Students will be provided with the fundamentals of listening and phonetics namely vowels, consonants, stress in words, rhythm and intonation. Throughout the course, students will also be exposed to aural authentic listening materials such as interviews, movies, songs, lectures, TV shows and news broadcasts. This course also aims to equip student-teachers with a strong sensitivity towards different accents of English language being spoken around the world. Collaborative learning through group and pair work will be encouraged |
Week | Subject | Related Preparation |
1) | Introduction to the course | |
2) | Consonant Clusters (7-8-9) | |
3) | Stress in words and phrases (10-15) | |
4) | Stress in words and phrases (15-17) | |
5) | Stress in words and phrases (17-20) | |
6) | Stressed and Unstressed syllables (21-24) | |
7) | Foreign words (deja-vu, etc.) Features of fluent speech | |
8) | Organising information in conversation | |
9) | Mid-term & Presentations | |
10) | Presentations | |
11) | Intonation in telling, asking and aswering | |
12) | Introduction to World Englishes | |
13) | Connected Speech (Ellision & Assimilation) | |
14) | Pronunciation in formal settings (54-55-56) & Wrap-up |
Course Notes / Textbooks: | 1. Hewings, M. 2006. English Pronunciation in Use (advanced). Cambridge University Press 2. Bowler, B., Cunningham, S.(2000). New Headway Pronunciation: Upper-Intermediate. Oxford University Press. 3. Course handouts 4. PPTs 5. Videos |
References: |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Quizzes | 3 | % 15 |
Homework Assignments | 5 | % 20 |
Presentation | 1 | % 25 |
Final | 1 | % 30 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 70 | |
PERCENTAGE OF FINAL WORK | % 30 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Presentations / Seminar | 1 | 5 | 5 |
Homework Assignments | 5 | 5 | 25 |
Quizzes | 3 | 3 | 9 |
Final | 1 | 8 | 8 |
Total Workload | 75 |
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. |