| 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 |
| ELT2206 | English Literature: From Anglo-Saxon to Early 18th Century | Spring | 3 | 0 | 3 | 5 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Must Course |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi PAUL BERNHARDT |
| Course Objectives: | This course follows on from ELT 2201 English Literature II and is designed to introduce students to English and American literature from the 20th century. It’s aim is to enable students to read, interpret and critically analyse a range of texts from different genres (poetry, drama, short story, novel and theory) within their historical and cultural contexts. |
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The students who have succeeded in this course; • comprehend and critically discuss a range of literary texts within their historical and cultural contexts • comprehend and critically discuss differences in language use across different genres • interpret and discuss recurring issues and topics within the works studied • comprehend and discuss critically ideas and features of literary tradition • identify and discuss developments in literary techniques and style |
| W1 Introduction. Introduction: 20th-century cultural history, W2 Poetry: War Poetry: Brooke, ‘The Soldier’; Owen, ‘Dulce et decorum est’ W3 Poetry: Frost, ‘The Road Not Taken’, ‘Fire and Ice’, ‘Mending Wall’ W4 Poetry: Eliot, ‘The Love Song of J. Alfred Prufrock’ W5 Drama: Miller, Death of a Salesman W6 Drama: Miller, Death of a Salesman W7 Drama: Miller, Death of a Salesman W8 Mid-term examination W9 Short Story: London, ‘To Build a Fire’ W10 Short Story: Cheever, ‘The Swimmer’ W11 Short Story: Morrison, ‘Recitatif’ W12 Novel: Fitzgerald, The Great Gatsby W13 Novel: Fitzgerald, The Great Gatsby W14 Novel: Fitzgerald, The Great Gatsby |
| Week | Subject | Related Preparation | |
| 1) | Introduction: 20th-century cultural history, | ||
| 2) | War Poetry: Brooke, ‘The Soldier’; Owen, ‘Dulce et decorum est’ | ||
| 3) | Frost, ‘The Road Not Taken’, ‘Fire and Ice’, ‘Mending Wall’ | ||
| 4) | Eliot, ‘The Love Song of J. Alfred Prufrock’ | ||
| 5) | Miller, Death of a Salesman , Act 1 | ||
| 6) | Miller, Death of a Salesman, Act 2 - scene change, p.1600 | ||
| 7) | Miller, Death of a Salesman, p.1600 - 'Requiem' | ||
| 8) | |||
| 9) | London, ‘To Build a Fire’ | ||
| 10) | Cheever, ‘The Swimmer’ | ||
| 11) | Morrison, ‘Recitatif’ | ||
| 12) | Fitzgerald, The Great Gatsby, Chs 1-3 | ||
| 13) | Fitzgerald, The Great Gatsby, Chs 4-6 | ||
| 14) | Fitzgerald, The Great Gatsby, Chs 7-9 | ||
| Course Notes: | |
| 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 | 1 | % 40 |
| Preliminary Jury | % 0 | |
| Final | 2 | % 50 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| 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 | 14 | 5 | 70 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 11 | 11 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 2 | 14 | 28 |
| Total Workload | 137 | ||
| 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. | 5 |
| 3) | 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | 1 |
| 4) | 4. develop English language teaching materials according to the needs of the learners with a critical perspective. | 4 |
| 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. | 5 |
| 7) | 7. Design English language teaching curriculum and lesson plans. | 2 |
| 8) | 8. Organize effective classrooms that promote English language learning. | 1 |
| 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. | 1 |
| 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. | 5 |
| 11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | 4 |
| 12) | 12. Take into consideration professional and ethical rules and principles. | 5 |
| 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. | 3 |
| 14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | 3 |
| 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. | 4 |
| 16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. | 2 |