Week |
Subject |
Related Preparation |
1) |
Orientation to the course, syllabus.
Sign up for tasks |
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2) |
An Overview: The History of Language Teaching
• Richards & Rodgers, Ch. 1: A Brief History of Language Teaching
• Brown, Ch. 4: A “Methodical? History of Language Teaching
The Nature of Approaches and Methods in Language Teaching
• Richards & Rodgers, Ch. 2
• Celce-Murcia, M. (Ed.), (2001). Language Teaching Approaches: An overview. In Teaching English as a Second or Foreign Language (3-11). Heinle and Heinle. |
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3) |
Grammar Translation Method
• Larsen-Freeman, Ch. 2
The Direct Method
• Larson-Freeman, Ch. 3
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4) |
The Audio-lingual Method
• Larsen-Freeman, Ch. 4
• Richards & Rodgers, Ch. 4
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5) |
The Total Physical Response Method
• Larsen-Freeman, Ch. 8
• Richards & Rodgers, Ch. 6
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6) |
The Silent Way
• Larsen-Freeman, Ch. 5
• Richards & Rodgers, Ch. 7
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7) |
Community Language Learning
• Larsen-Freeman, Ch. 7
• Richards & Rodgers, Ch. 8
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8) |
Suggestopedia
• Larsen-Freeman, Ch. 6
• Richards & Rodgers, Ch. 10
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9) |
Communicative Language Teaching
• Larsen-Freeman, Ch. 9
• Richards & Rodgers, Ch. 5 |
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10) |
The Natural Approach
• Krashen & Terrel, Ch. 1 and Ch. 3
• Richards & Rodgers, Ch. 9
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11) |
Cooperative Language Learning
• Olsen, R.E. and Kagan, S. (1992). About cooperative learning: A teacher resource book. In C. Kessler, (Ed.), Cooperative language learning: A teacher’s resource book, (1-30). Prentice Hall.
• Coelho, E. (1992) Cooperative learning: Foundation for a communicative curriculum. In C. Kessler, (Ed.), Cooperative language learning: A teacher’s resource book, (1-49). Prentice Hall. |
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12) |
Task-based Learning |
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13) |
Content-based Language Instruction
• Snow, A.M. (2001). Content-based and immersion models for second and foreign language teaching. In Celce-Murcia, M. (Ed.), Language Teaching Approaches: An overview. In Teaching English as a Second or Foreign Language (303-318) Heinle and Heinle. |
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14) |
Comparing and Evaluating Methods
• Prabhu, N.S. (1990). There is no best method – why? TESOL Quarterly, 24 (2): 161-176.
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Program Outcomes |
Level of Contribution |
1) |
Students will be able to demonstrate theoretical and practical knowledge in the areas of Educational/Instructional Technology. |
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2) |
Students will be able to conduct research in the area of Educational/Instructional Technology. |
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3) |
Students will be able to plan and evaluate in the process of teaching information technologies. |
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4) |
Students will be able to select and implement appropriate strategies and techniques for teaching information technologies. |
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5) |
Students will be able to put their theoretical information into practice in the area of Educational/Instructional Technology. |
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6) |
Students will be able to design and develop educational materials, software and games. |
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7) |
Students will be able to implement information technologies effectively in and outside of educational environments. |
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8) |
Students will be able to measure and evaluate learners' performances in educational environments. |
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9) |
Students will be able to self-improve their knowledge continuously in information technologies. |
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10) |
Students will be able to act ethically in electronic and non-electronic educational environments, and pass these values to next generations. |
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11) |
Students will be able to plan, manage, and evaluate educational projects. |
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12) |
Students will be able to find out the technologic necessities of companies, and set up these technologies. |
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