| 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 |
| ELT1107 | Listening and Pronunciation I | Fall | 2 | 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 ALİ ÖZTÜFEKÇİ |
| Course Lecturer(s): |
Instructor ALİ ÖZTÜFEKÇİ |
| Course Objectives: | Listening and Pronunciation 1 course aims at providing students with the skills needed for analysing authentic listening materials and speech samples used in different discourses; basic listening and phonetic skills such as discriminating minimal pairs and formulating phonetic transcriptions of problematic sounds; higher level listening skills and strategies; the fundamentals of listening and phonetics namely vowels, consonants, stress in words, rhythm and intonation as well as the usage of phonetic alphabet for learning and production. |
|
The students who have succeeded in this course; Dersin sonunda, öğrenciler şunları yapabilmelidir: • Hem kelime hem de cümle düzeyinde IPA sembollerini ve sıkça ilişkilendirilmiş yazım kalıplarını kullanmak, • kelime ve deyimlerde hecelerin sayısını saymak, • ritmik olarak uygun cümleler üretmek (yani, hem yerli hem de anadili olmayan kişiler tarafından kolayca anlaşılacak olanları) • kelimeler, ifadeler ve cümlelerdeki uygun stresi belirlemek ve kullanmak, • İlk, orta ve son kelimedeki ünsüz ve ünlü kümelerini tanımlamak ve sözcük sınırları boyunca kullanmak (örneğin, bağlı konuşma) • tonlama yoluyla anlam değişimini tanımlamak • Düşünce gruplarını tanımak ve stres kalıplarının ve duraklamalarının anlam üzerindeki etkilerinin farkında olmak, • Kişisel telaffuz zorluklarını tespit etmek ve bunları ele almak ve kendi konuşmalarını izlemek için bireysel ödevler üzerinde çalışmak, • Sözlü iletişim ve dinleme anlayışlarını geliştirmek için stratejiler uygulamak, • Kendi zayıflık alanlarını tanıyarak telaffuzu bağımsız olarak öğrenir. |
| This course is designed to help students whose native language is not English to gain functional intelligibility, functional communicability, increase self-confidence, and speech monitoring abilities. This entails a better control of their pronunciation during a communicative task, a faster recovery from a communicative breakdown, and the overall intelligibility during spontaneous speech. Course participants will also have the opportunity to improve aural sensitivity to the rhythmic quality of English by focusing on rhythm, stress, and intonation both separately and in the context of ‘natural’ speech as well as develop awareness of what is possible in English pronunciation through interaction with the instructor and with each other in pairs or small groups. The course will also use a variety of pronunciation and linguistic texts and related listening materials and videos, as well as pre-recorded samples of both native (different varieties) and non-native speech and will include role-play and presentations. |
| Week | Subject | Related Preparation | |
| 1) | Intro & Course and syllabus overview | ||
| 2) | Introduction to letters & sounds Spelling & pronunciation | ||
| 3) | Introduction to letters & sounds Spelling & pronunciation (continued) | ||
| 4) | Introduction to letters & sounds Spelling & pronunciation (continued) | ||
| 5) | Diphtongs | ||
| 6) | Diphtongs | ||
| 7) | Consonants | ||
| 8) | Consonants | ||
| 9) | Consonants | ||
| 10) | Consonants | ||
| 11) | Movie Presentation | ||
| 12) | Movie Presentation | ||
| 13) | Consonants | ||
| 14) | Wrap Up | ||
| Course Notes: | - Baker, A. (2006). Ship or Sheep. Cambridge University Press. - Course handouts - PPTs - Videos |
| 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 | 1 | % 10 |
| Homework Assignments | 2 | % 20 |
| Presentation | 1 | % 30 |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 30 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| 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 | 4 | 4 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 2 | 5 | 10 |
| Quizzes | 1 | 3 | 3 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 5 | 5 |
| Total Workload | 50 | ||
| 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. |