| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT5002 | Course and Materials Evaluation and Development in ELT | Fall | 3 | 0 | 3 | 12 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi AYLİN TEKİNER TOLU |
| Course Objectives: | This course presents an overview of major trends in materials design for English language teaching. These are presented according to theoretical principles, and their strengths and weaknesses are analyzed. Students discuss current issues in syllabus and materials' design such as task-based language teaching and content-based instruction. |
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The students who have succeeded in this course; 1. Students can critically analyze the language curriculum/syllabus/course and teaching materials. 2. Students can critically select, analyze and evaluate teaching materials. 3. Students can articulate and develop their own criteria for theories/philosophy of language curriculum designs & materials evaluation. 4. Students can select, adapt, and create English language teaching materials based on discussed principles. |
| Major approaches to the ELT field and syllabus creation are investigated through a discussion of needs analysis, course objectives and course evaluation. Course book materials are examined then supplemented or replaced in accordance with specific course objectives and learners’ needs. Students become familiar with a variety of materials. Opportunities are provided for critiquing, developing and adapting materials for a wide range of contexts and target groups. |
| Week | Subject | Related Preparation | |
| 1) | Course introduction | ||
| 2) | Overview of language teaching approaches McDonough and Shaw, “The Framework of Materials and Methods.” & “The Impact of the Communicative Approach.” | ||
| 3) | Materials Design and Development McDonough and Shaw, “Reading Skills,” “Listening Skills” Tomlinson, Ch. 5 A framework for materials writing (page 107-134) | ||
| 4) | Materials in language teaching Tomlinson: “A Glossary of Basic Terms for materials development in language teaching” & Introduction: principles and procedures of materials development | ||
| 5) | Materials in language teaching Tomlinson Ch. 10 (pages 236-266) | ||
| 6) | Evaluation and adaptation of materials McDonough and Shaw “Evaluating ELT Materials,” “Adapting Materials” | ||
| 7) | Current Approaches to Materials Design | ||
| 8) | Materials Design and Development McDonough and Shaw, “Reading Skills,” “Listening Skills” Tomlinson, Ch. 5 A framework for materials writing (page 107-134) | ||
| 9) | Materials Design and Development McDonough and Shaw, “Speaking Skills,” “Writing Skills” “Integrated Skills” | ||
| 10) | CALL Materials Tomlinson, Part D. Chp 12 (pages 303-328) Use an open source software- Web 2.0 tool- to create a material & present it to the class | ||
| 11) | CALL Materials Technology Tomlinson, Part D. Chp 12 (pages 328-352) Use an open source software- Web 2.0 tool- to create a material & present it to the class | ||
| 12) | Guest speaker Coursebook material development and promoting them | ||
| 13) | Final Project Presentations: Coursebook evaluations | ||
| 14) | Final Project Presentations: Comparison of coursebooks | ||
| Course Notes: | Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge University Press |
| References: | McKay, S. L. (2003). Toward an Appropriate EIL Pedagogy: Re-Examining Common ELT Assumptions. International Journal of Applied Linguistics, 13 (1), 1-22. Graves, K. (2001). Teachers as course developers. Cambridge: Cambridge University press. Cummingsworth, A. (1995). Choosing your coursebook. Heinemann. Nunan, D. (1993). Syllabus design. Oxford: Oxford University Press. White, R. (1993). The ELT curriculum: design, innovation, and implementation. Blackwell. Yalden, J. (1987). The communicative syllabus: evolution, design and implantation. Prentice-Hall. Breen, M. (1985). Authenticity in the language classroom. Applied Linguistics, 6 (1), 60-70. Clarke, D. F. (1989). Materials adaptation: why leave it all to the teacher? ELT Journal, 43 (2), 133-141. Sheldon, L. E. (1988). Evaluation ELT textbooks and materials. ELT Journal, 42 (4), 237-246. Tomlinson, B. (2005). Materials development in language teaching. Cambridge: Cambridge University Press. Edge, J. & Wharton, S. Autonomy and development: living in the materials world (295-311) Long & Crooke. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, Johnston, B. (2003). Values in English language teaching. Mahwah, NJ: Lawrence Erlbaum. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 6 | % 30 |
| Presentation | 1 | % 10 |
| Project | 1 | % 20 |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 30 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 6 | 8 | 48 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 1 | 3 | 3 |
| Project | 2 | 30 | 60 |
| Homework Assignments | 4 | 8 | 32 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 1 | 6 | 6 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 3 | 3 |
| Total Workload | 194 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |