ENGLISH LANGUAGE TEACHING | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
ELT2009 | Language Acquisition | Spring | 3 | 0 | 2 | 6 |
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: | Bachelor |
Mode of Delivery: | Face to face |
Course Coordinator : | Instructor RUKİYE ÖZLEM ÖZTÜRK |
Course Objectives: | *gain understanding of various advanced grammar topics *apply their knowledge of grammar topics into language use *analyze language use in different forms of discourse *discuss the form-meaning relationship *design activities for teaching grammar |
The students who have succeeded in this course; Students who complete this course; 1. Will understand basic theories of primary and secondary language acquisition through in class discussions and questioning. 2. Will analyze critically basic theories and research methods of primary and secondary language acquisition. 3. Taking these investigations into education field. 4. Identifying methods to be used in the English language education that are compatible with language acquisition theories. |
This class aims to provide students with fundamental knowledge base for English language grammar. The course content includes a variety of grammar topics of spoken and written English. Designed for advanced English language learners, the course will provide not only the forms and structures but also possible choices in different situations. When grammar is considered, the focus is traditionally on the form and meaning of a specific grammar construction (most of the time) out of context. This course, however, takes forms and meaning as intertwined; and to be able to systematically study English, we will start with the basics and move progressively into more advanced level. In the second half of the course, our focus will also be on how to teach grammar. |
Week | Subject | Related Preparation | |
1) | Syllabus & Course Overview | ||
2) | Words, Phrases, and Clauses | ||
3) | Determiners, Articles, and Verbs | ||
4) | Active-Passive Voice Modals and Semi-modals | ||
5) | Adjectives and Adverbs | Task 1 (due March 11) | |
6) | The Grammar of the Clause Complex Noun Phrases | Task 2 (due March 18) | |
7) | Verbs and Adjective Complement Clauses Adverbials | ||
8) | MIDTERM EXAM | ||
8) | MIDTERM EXAM | ||
9) | What is grammar? Why to teach grammar? | Thornbury’s book Ch.1-2 Task 3 (due April 8) | |
10) | How to teach grammar from rules | Thornbury’s book Ch.3 | |
11) | How to teach grammar from examples | Thornbury’s book Ch.4 Task 4 (due April 22) | |
12) | OFFICIAL HOLIDAY | ||
13) | How to teach grammar through texts | Thornbury’s book Ch.5 Task 5 (due May 13) | |
14) | Wrap-up Reflections | Final Projects (due May 21) |
Course Notes: | Biber, D., Conrad, S., & Leech, G. (2002). Longman student grammar of spoken and written English. England: Longman/Pearson. Thornburry, S. (2011). How to teach grammar. England: Longman/Pearson |
References: |
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 | 3 | % 30 |
Presentation | 5 | % 30 |
Project | % 0 | |
Seminar | % 0 | |
Midterms | 1 | % 30 |
Preliminary Jury | % 0 | |
Final | 1 | % 30 |
Paper Submission | % 0 | |
Jury | % 0 | |
Bütünleme | % 0 | |
Total | % 130 | |
PERCENTAGE OF SEMESTER WORK | % 100 | |
PERCENTAGE OF FINAL WORK | % 30 | |
Total | % 130 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Laboratory | 0 | 0 | 0 |
Application | 3 | 6 | 18 |
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 | 5 | 5 |
Homework Assignments | 3 | 21 | 63 |
Quizzes | 0 | 0 | 0 |
Preliminary Jury | 0 | 0 | 0 |
Midterms | 0 | 0 | 0 |
Paper Submission | 0 | 0 | 0 |
Jury | 0 | 0 | 0 |
Final | 0 | 0 | 0 |
Total Workload | 138 |
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. |