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Week |
Subject |
Related Preparation |
| 1) |
Introduction to Vygotsky and Sociocultural Theory |
Chapter 1: Introduction |
| 2) |
The Genetic Model |
Chapter 2: The Genetic Model |
| 2) |
Key Terms in Materials Evaluation and Development |
1. Glossary of basic terms for materials development in language teaching (Tomlinson, 2011);
2. Introduction: Are materials developing? (Tomlinson, 2013)
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| 3) |
Theoretical Framework |
Chapter3: Mediation: theoretical framework |
| 4) |
Sociocultural theory and second language acquisition |
Chapter 4: Symbolic mediation and L2 learners: inner speech, private speech, and gesture |
| 5) |
Socicultural theory and Second Language Acquisiton |
Chapter 5: Symbolic Mediation and L2 learners: metaphor, lexis, and narratives |
| 6) |
Sociocultural Theory and Internalization |
Chapter 6: Internalization: theoretical framework |
| 7) |
Sociocultural theory ad Internalization |
Chapter 7: Internalization: L2 development |
| 8) |
Midterm Exam |
Midterm Exam |
| 9) |
Activitiy Theory |
Chapter 8: Activity Theory: Theoretical Framework |
| 10) |
Activity Theory |
Chapter 9: activity Theory: L2 developmet |
| 11) |
zone of proximal development, feedback, language education |
Chapter 10: The Zone of Proximal Development |
| 12) |
Sample studies in Second Language Acquisition |
Chapter 11: Pedagogy: systemic-theoretical instruction |
| 13) |
Assessment in Second Language Acquisition from Sociocultural Theory perspectives |
Chapter 12: Dynamic Assessment |
| 14) |
Research Proposal Presentations |
Research Proposal Presentations |
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Program Outcomes |
Level of Contribution |
| 1) |
Critically analyzes current theories and research trends in English language education. |
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| 2) |
Establishes holistic theoretical connections among disciplines related to language education (linguistics, psycholinguistics, sociolinguistics, neurolinguistics, etc.). |
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| 3) |
Produces interdisciplinary knowledge and formulates new research questions in early and multilingual bilingualism. |
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| 4) |
Designs and conducts original academic research using qualitative and quantitative research methods in the context of English teaching. |
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| 5) |
Integrates educational technologies with pedagogical approaches to develop innovative teaching materials and methods. |
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| 6) |
Evaluates and improves classroom practices based on second language acquisition and foreign language teaching theories. |
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| 7) |
Designs effective language teaching strategies for different age groups, offering practices that consider cultural and social diversity. |
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| 8) |
Conducts critical discourse analysis addressing gender, identity, culture, and power relations in language teaching. |
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| 9) |
Communicates effectively in multicultural and multilingual environments, offering educational solutions with intercultural awareness. |
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| 10) |
Possesses in-depth knowledge of language testing and assessment systems; develops tools based on validity, reliability, and testing theories. |
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| 11) |
Presents at national and international scientific meetings and publishes research in accordance with academic ethics. |
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| 12) |
Produces original academic work that contributes to theoretical knowledge in the field. |
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| 13) |
Demonstrates academic leadership and develops projects to address current issues in the field. |
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| 14) |
Evaluates the social functions of English language education with a sense of social contribution and proposes solution-oriented policies. |
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| 15) |
Thinks critically using advanced cognitive skills and proposes innovative instructional approaches and creative solutions. |
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| 16) |
Works independently with ethical responsibility and collaborates effectively with interdisciplinary teams. |
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