EDUCATIONAL TECHNOLOGY (ENGLISH, THESIS) | |||||
Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
ELT5007 | Syllabus Design and Evaluation in Language Education | Spring | 3 | 0 | 3 | 8 |
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 ENİSA MEDE |
Course Lecturer(s): |
Dr. Öğr. Üyesi ENİSA MEDE |
Course Objectives: | This course aims at analysing second language (L2) curriculum; evaluating and developing curriculum in English for Specific Purposes. |
The students who have succeeded in this course; By the end of this course, students will have the requisite knowledge and skills to: 1. Describe and account for the differences and relationships among various syllabus designs. 2. Demonstrate ability to evaluate prospective L2 course materials. 3. Demonstrate ability to develop a curriculum and syllabus for a course that suits the individual needs of the student. 4. Demonstrate ability to synthesize the learned knowledge of varying syllabus types. 5. Rationalize the use of syllabus design and relationship to student needs and expected goals and outcomes of course being designed. 6. Evaluate and develop ESP curricula |
This course will familiarize students with theoretical and practical issues related to the selection of content and the development of corresponding instructional materials for ESL/EFL courses. It will provide students with an opportunity to design an L2 curriculum with corresponding syllabi and materials based on students’ own interests and needs. |
Week | Subject | Related Preparation | |
1) | Course introduction. | ||
2) | Curriculum Overview | ||
3) | Needs Analysis | ||
4) | Goals and Objectives | ||
5) | Course Planning and Syllabus Design | ||
6) | Testing | ||
7) | Role and Design of Instructional Materials | ||
8) | Materials | ||
9) | Programme Implementation | ||
9) | Effective Teaching | ||
10) | Approaches to Evaluation | ||
11) | Programme Evaluation | ||
12) | Article Presentations | ||
13) | Article Presentations | ||
14) | Article Presentations, Finalizing the projects on Programme Evaluation |
Course Notes: | • Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston, MA: Heinle & Heinle. • Graves, K. (Ed.). (1996). Teachers as course developers. New York: Cambridge University Press. • Richards, J,C. (2001) Curriculum Development in Language Teaching. NY: CUP • Nunan, D. (1988) Syllabus Design. Oxford: OUP • Krahnke, K. (1987) Approaches to Syllabus Design for Foreign Language Teaching. NJ: Prentice Hall, INC. |
References: |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 10 | % 10 |
Laboratory | % 0 | |
Application | % 0 | |
Field Work | % 0 | |
Special Course Internship (Work Placement) | % 0 | |
Quizzes | % 0 | |
Homework Assignments | 10 | % 30 |
Presentation | 1 | % 20 |
Project | 1 | % 40 |
Seminar | % 0 | |
Midterms | % 0 | |
Preliminary Jury | % 0 | |
Final | % 0 | |
Paper Submission | % 0 | |
Jury | % 0 | |
Bütünleme | % 0 | |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Laboratory | 0 | 0 | 0 |
Application | 0 | 0 | 0 |
Special Course Internship (Work Placement) | 0 | 0 | 0 |
Field Work | 0 | 0 | 0 |
Study Hours Out of Class | 0 | 0 | 0 |
Presentations / Seminar | 1 | 10 | 10 |
Project | 1 | 40 | 40 |
Homework Assignments | 10 | 10 | 100 |
Quizzes | 0 | 0 | 0 |
Preliminary Jury | 0 | ||
Midterms | 0 | 0 | 0 |
Paper Submission | 0 | ||
Jury | 0 | ||
Final | 0 | 0 | 0 |
Total Workload | 192 |
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. |