ENGLISH LANGUAGE TEACHING
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ELT1001	Contextual Grammar	Spring Fall	3	0	3	6

The course opens with the approval of the Department at the beginning of each semester

Basic information

Language of instruction:	En
Type of course:	Departmental Elective
Course Level:	Bachelor
Mode of Delivery:	Face to face
Course Coordinator :	Dr. Öğr. Üyesi MUSTAFA POLAT
Course Objectives:	At the end of the 14th week students will have learnt: 1. How to recognize and use certain patterns-structures in English both in the oral and written forms with much ease and confidence 2. Principles of editing for grammar 3. How to edit any written text. 4. How to craft sentences

Learning Outputs

The students who have succeeded in this course;
1. Familiarizing oneself with principles of editing for grammar, punctuation, and mechanics.
2. Confidently use advanced structures in oral and written forms
3. How to organize information in a clear and logical manner
4. Discuss some basic readings related to language awareness

Course Content

This course aims to focus on developing students’ knowledge about English and introduce students to principles of editing for grammar, punctuation, and mechanics. Students are already familiar with the basic patterns and structures of the English language, but they still have difficulty in recognizing and producing some of those structures.

Weekly Detailed Course Contents

	Week	Subject	Related Preparation
1)	INTRODUCTION & SYLLABUS Sentences
2)	Simple, complex, compound, and compound-complex sentences
3)	Cleft sentences; Subjunctives; Inversion
4)	Clauses (finite & non-finite)
5)	Participles; Absolutes
6)	Appositives ; Abstract noun phrases; revision
7)	CRAFTING SENTENCES
8)	CHOOSING WORDS
9)	Word formation
10)	EDITING FOR GRAMMAR
11)	EDITING FOR GRAMMAR
12)	EDITING FOR ESL PROBLEMS
13)	EDITING FOR MECHANICS
14)	REVISION WEEK

Sources

Course Notes:	Hacker, D. (1994). The Bedford Handbook for Writers. Boston: Bedford Books of St. Martin’s Press. Eschholz, P., et.al. (1997). Language Awareness: Essays for college writers. New York: St. Martin’s Press. Preapred grammar handbook
References:	Hacker, D. (1994). The Bedford Handbook for Writers. Boston: Bedford Books of St. Martin’s Press. Eschholz, P., et.al. (1997). Language Awareness: Essays for college writers. New York: St. Martin’s Press. Preapred grammar handbook

Evaluation System

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		% 20
Homework Assignments		% 0
Presentation		% 0
Project		% 0
Seminar		% 0
Midterms	1	% 30
Preliminary Jury		% 0
Final	1	% 40
Paper Submission		% 0
Jury		% 0
Bütünleme		% 0
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

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	6	10	60
Presentations / Seminar	0	0	0
Project	0	0	0
Homework Assignments	0	0	0
Quizzes	4	4	16
Preliminary Jury	0	0	0
Midterms	1	2	2
Paper Submission	0	0	0
Jury	0	0	0
Final	1	2	2
Total Workload			122

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)	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)	2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively.
3)	3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching.
4)	4. develop English language teaching materials according to the needs of the learners with a critical perspective.
5)	5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them.
6)	6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques.
7)	7. Design English language teaching curriculum and lesson plans.
8)	8. Organize effective classrooms that promote English language learning.
9)	9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments.
10)	10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills.
11)	11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements
12)	12. Take into consideration professional and ethical rules and principles.
13)	13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies.
14)	14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies.
15)	15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively.
16)	16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics.