| 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 |
| ELT3104 | Teaching Language and Literature II | 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 : | Dr. Öğr. Üyesi MUSTAFA POLAT |
| Course Objectives: | This course aims to give basic information on drama and poetry and enable students to think critically with this knowledge. |
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The students who have succeeded in this course; At the end of the lesson, students will be able to; 1. think critically on a literary work. 2. realize the effect of history and culture on a literary work in a specific period. 3. develop reasoning and critical thinking abilities while analyzing a literary text. 4. comprehend and appreciate a literary work under scrutiny. 5. recognize and appreciate metaphors in a literary text under scrutiny. 6. comprehend and apply contextual features of drama, poem and novel. 7. apply advanced literary fea |
| It focuses on the use of literature in language teaching; English and American literature and the analysis of examples of poetry and theatrical plays selected from the originally written in English and features that distinguish two types from other literary genres; activities that draw attention to the richness of the literary texts; the use of poetry and theater play and the teaching of cultural texts: comparative and contradictory objects and products in the native and target language and culture; proverbs and idioms, cultural values stereotyped expressions; social structures, roles and relations; customs / traditions / customs; beliefs, values, prohibitions and taboos, superstitious beliefs specific to societies; political, historical and economic background; cultural institutions; metaphoric / associative side meaning, use of humor. |
| Week | Subject | Related Preparation | |
| 1) | An overview on American Literature | ||
| 2) | US History up to Great Depression | ||
| 3) | Colonial Period- Democratic Origins | ||
| 4) | Romantic Period | ||
| 5) | Realism- Modernism | ||
| 6) | Midterm | ||
| 7) | Why and How to Use Literature in classroom | ||
| 8) | Objectives in Literature in ELT | ||
| 9) | Techniques and Material Design | ||
| 10) | Specific Genres in ELT Class | ||
| 11) | Midterm | ||
| 12) | Student Presentation- Critic and discussion | ||
| 13) | Student Presentation- Critic and discussion | ||
| 14) | Student Presentation- Critic and discussion | ||
| Course Notes: | Brumfit, C.J., & Carter, R. (1986). Literature and Language Teaching. Oxford: Oxford University Press. Collie, J., & Slater, S. (1988). Literature in the Language Classroom. Cambridge: Cambridge University Press. Lazar, Gillian, Literature and Language Teaching. (1993). Cambridge University Press. Wajnryb, R. (2003). Stories: Narrative Activities for the Language Classroom. Cambridge: CUP. Whiteson, W. (1996). New Way of Using Drama and Literature in Language Teaching. Alexandria: TESOL |
| 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 | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 2 | % 50 |
| 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 | |
| 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 | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 2 | 13 | 26 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 21 | 21 |
| Total Workload | 75 | ||
| 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. |