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 |
ELT3113 | English Coursebook Analysis | Spring Fall |
2 | 0 | 2 | 4 |
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 : | Dr. Öğr. Üyesi MUSTAFA POLAT |
Course Objectives: | This course aims at enabling students to evaluate, adapt and develop materials in foreign language teaching. It also aims at equipping students with the necessary skills to evaluate coursebooks. |
The students who have succeeded in this course; At the end of the lesson, students will be able to; - Investigate the relationship between methods and material development - Inspect the nature of materials developed with regard to the communicative approach principles - Examine the current approaches in material development - Evaluate the appropriacy of materials with regard to the target audience - Adapt the materials if they are deemed as a misfit for the target audience - Develop materials from scratch for grammar, vocabulary, and pronunciation teaching - Develop materials from scratch for macro skills in language (reading, writing, speaking and listening) - Develop means to elicit the stakeholders? opinions about on the market coursebooks - Evaluate the coursebooks on the market by using a checklist - Express an opinion on the appropriacy of the evaluated coursebooks |
Physical, educational, visual design and language features and standards that should be found in the course books; the appropriateness of the coursebook contents for the curriculum; the analysis of the content of some of the coursebooks in terms of content, language, suitability for student level, format, attractiveness, contribution to meaningful learning, ease of use in teaching, etc. |
Week | Subject | Related Preparation |
1) | Introduction to the course; discussing the relationship between materials and teaching methods; discussing the impact of the communicative approach on materials design | |
2) | Investigating current approaches in materials design Discussion by student groups: preparing materials for grammar and designing in class grammar materials as application | |
3) | Basic principles of material development Discussion by student groups: preparing materials for reading and listening skills and designing in class reading and listening materials as application | |
4) | Discussion by student groups: preparing materials for speaking; using authentic texts for materials development; assessing appropriateness in EF(S)L teaching materials: assessing textbooks for their overall quality and appropriateness to promote com. | |
5) | Evaluating ELT materials and compiling a criteria list for evaluation | |
6) | İngiliz dili eğitimi için yazılmış materyallerin belirlenen hedef kitleye göre uygun olmadığı durumlarda hedef kitleye göre yeniden uyarlamanın ilkeleri Öğrencilerin yürüttüğü tartışma konusu: Uyarlama teknikleri ve seçilen bir kitaptan sınıfta uyar | |
7) | Introducing supplementation and the reasons why teachers need to supplement | |
8) | General overview of the class textbooks Discussion by student groups: evaluating and compiling a check list to assess textbooks and the using a checklist to shortly evaluate a book in the class as the application | |
9) | Sınıf içi ders kitaplarının genel değerlendirilmesi (devam) Materyal destekleme ödevinin teslim tarihi | |
10) | Evaluating coursebooks in terms of grammar structures selected; investigating selecting and grading criteria; investigating the presentation and the practice of skills in the books Discussion by student groups: identifying cultural problems in video | |
11) | Evaluating a coursebook; evaluating the appropriateness of themes and topics of the coursebook; investigating the relationship between the method and techniques and the coursebook content; investigating the quality of the teachers' book | |
12) | Discussion by student groups: evaluating in-house materials | |
13) | Implementing the questionnaire prepared by the students on the coursebook satisfaction of the teachers and the students' data gathering and analysis | |
14) | Revision |
Course Notes / Textbooks: | Byrd, P. (2001). Textbooks? Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers. Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum. Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346. Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.). Developing materials for language teaching (364-374). London, UK: Continuum. Islam, C., & Mares, C. (2003). Adapting classroom materials. In B. Tomlinson (Ed.). Developing materials for language teaching (86-100). London, UK: Continuum. |
References: |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Homework Assignments | 5 | % 30 |
Midterms | 2 | % 25 |
Final | 1 | % 35 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 65 | |
PERCENTAGE OF FINAL WORK | % 35 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Homework Assignments | 5 | 5 | 25 |
Midterms | 2 | 11 | 22 |
Final | 1 | 25 | 25 |
Total Workload | 100 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
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) | Proficient in the phonology, semantics, grammar and the vocabulary of the language; understand and use the language effectively. | |
3) | To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
4) | Understand and apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
5) | Locate and select appropriate software and technology resources for language teaching and use them effectively in and out of classroom. | |
6) | Use and generate measurement and assessment instruments to evaluate language knowledge and skills in an effective way and assess students’ knowledge using multiple measures and alternative assessment techniques. |