EDUCATIONAL TECHNOLOGY (ENGLISH, THESIS)
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ELT5001	Approaches, Methods and Techniques in ELT I	Spring	3	0	3	8

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:
Mode of Delivery:	Face to face
Course Coordinator :	Dr. Öğr. Üyesi YEŞİM KEŞLİ DOLLAR
Recommended Optional Program Components:	none
Course Objectives:	The intention of this course is to provide the student-teacher with a foundation in the theoretical and practical considerations of language teaching and learning.

Learning Outcomes

The students who have succeeded in this course;
At the end of this course students will be able to do the following:
Be aware of and understand current theories of language and language learning.
Translate the essence of a theory into practical applications for the classroom.
Describe and critique well-known language teaching methods (principles and techniques).

Course Content

Students will learn about several approaches and methods of language teaching. Exploration of teaching trends will span from those introduced during the 20th century to current communicative approaches. A broad range of alternative methods (e.g. Total Physical Response, Suggestopedia, Community Language Learning) will also be prominent in the course content. The course investigates ways in which different approaches and methods can be used in the foreign language lesson in order to create a rich learning environment. Participants are required to give practical presentations about different teaching methods by staging short teaching sequences.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Orientation to the course, syllabus. Sign up for tasks
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.
3)	Grammar Translation Method • Larsen-Freeman, Ch. 2 The Direct Method • Larson-Freeman, Ch. 3
4)	The Audio-lingual Method • Larsen-Freeman, Ch. 4 • Richards & Rodgers, Ch. 4
5)	The Total Physical Response Method • Larsen-Freeman, Ch. 8 • Richards & Rodgers, Ch. 6
6)	The Silent Way • Larsen-Freeman, Ch. 5 • Richards & Rodgers, Ch. 7
7)	Community Language Learning • Larsen-Freeman, Ch. 7 • Richards & Rodgers, Ch. 8
8)	Suggestopedia • Larsen-Freeman, Ch. 6 • Richards & Rodgers, Ch. 10
9)	Communicative Language Teaching • Larsen-Freeman, Ch. 9 • Richards & Rodgers, Ch. 5
10)	The Natural Approach • Krashen & Terrel, Ch. 1 and Ch. 3 • Richards & Rodgers, Ch. 9
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.
12)	Task-based Learning
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.
14)	Comparing and Evaluating Methods • Prabhu, N.S. (1990). There is no best method – why? TESOL Quarterly, 24 (2): 161-176.

Sources

Course Notes / Textbooks:	Larson-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford University Press. 2nd Edition. Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge University Press. 2nd Edition.
References:	Larson-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford University Press. 2nd Edition. Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge University Press. 2nd Edition.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 10
Application	2	% 10
Presentation	2	% 30
Midterms	1	% 20
Final	1	% 30
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 70
PERCENTAGE OF FINAL WORK		% 30
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Application	3	6	18
Study Hours Out of Class	8	5	40
Presentations / Seminar	2	6	12
Homework Assignments	4	10	40
Midterms	1	2	2
Paper Submission	4	8	32
Final	1	2	2
Total Workload			188

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications.
2)	To be able to comprehend the interdisciplinary interaction with which the field is related.
3)	To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field.
4)	To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines.
5)	To be able to solve the problems encountered in the field by using research methods.
6)	To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data.
7)	To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary.
8)	To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning.
9)	To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field.
10)	To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes.
11)	To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies.
12)	Being able to independently carry out a work that requires expertise in the field.
13)	To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility.
14)	Being able to lead in environments that require the resolution of problems related to the field.