| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Fundamental Theories, Methods and Current Approaches In English Language Teaching | ELT 501 | 0 | 3 + 0 | 3 | 6 |
| Precondition Courses | <p>None</p> |
| Recommended Optional Courses | <p>None</p> |
| Course Language | English |
| Course Level | yuksek_lisans |
| Course Type | Compulsory |
| Course Coordinator | Prof.Dr. FİRDEVS KARAHAN |
| Course Lecturers | Prof.Dr. FİRDEVS KARAHAN, |
| Course Assistants | Assist. Prof. Dr. Merve SAVAŞÇI |
| Course Category | |
| Course Objective | This course aims to introduce the most recent approaches as key ways to English language teaching especially in EFL classrooms. |
| Course Content | In this course, the emphasis is on current language teaching issues such as historical and critical discussions over the methods and approaches used commonly till 1990s, and communicative language teaching including content-based and task-based language teaching, etc. |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | A graduate of the course knows and follows the latest developments and innovations in English Language Teaching. | Lecture, Question-Answer, Discussion, Demonstration, Group Study, Self Study, | Testing, Homework, Project / Design, |
| 2 | A graduate of the course knows how to implement the learned current innovations to the classroom environment and implements. | Lecture, Discussion, Demonstration, Project Based Learning, | Testing, Homework, Project / Design, Performance Task, |
| 3 | A graduate of the course knows and follows the latest developments and changes related to the course in the literature. | Lecture, Question-Answer, Discussion, Group Study, Brain Storming, Self Study, | Testing, Homework, Performance Task, |
| 4 | A graduate of the course knows the possible positive and negative results of the implementation of the current approaches. | Lecture, Question-Answer, Discussion, Demonstration, Brain Storming, Case Study, | Testing, Homework, |
| 5 | Lecture, Discussion, Demonstration, Group Study, Problem Solving, | Testing, Project / Design, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | Introduction to the course & Approaches to ELT in general | |
| 2 | Approaches to Teaching: “Post-Method” Era | Richards, J. & Renandya, W. (2002) section 1 |
| 3 | Classroom Management: A humanistic approach | Richards, J. & Renandya, W. (2002) section 2 |
| 4 | Classroom Dynamics : Implementing Cooperative Learning | Richards, J. & Renandya, W. (2002) section 3 |
| 5 | Task and Project Work: Implementing Task-Based Language Teaching | Richards, J. & Renandya, W. (2002) section 5 |
| 6 | Learning Strategies: Language Learning Strategies in a Nutshell | Richards, J. & Renandya, W. (2002) section 6 |
| 7 | Content-based language teaching / Content Integrated Language Learning | Harrop, E. (2012). Content and Language Integrated Learning (CLIL): Limitations and possibilities |
| 8 | Midterm Exam | |
| 9 | Teaching Grammar: Form-focused Instruction | Elgün-Gündüz, Z., Akcan, S. & Bayyurt, Y. (2012). Isolated form-focused instruction and integrated form-focused instruction in primary school English classSpada, N. & Lightbown, P. (2008). Form-Focused Instruction: Isolated or Integrated? TESOL QUARTERLY |
| 10 | Input Processing | VanPatten, B. (2004). Input processing in SLA. In B. VanPatten (Ed.), Processing Instruction: Theory, Research, and Commentary (pp. 5–31). Mahwah, NJ: Lawrence Erlbaum Associates. |
| 11 | Processing Instruction and structured input activities | Wong, W. (2004a). The Nature of processing instruction. In B. VanPatten (Ed.), Processing Instruction: Theory, research and commentary (pp. 33-65). Mahwah, NJ: Lawrence Erlbaum.VanPatten, B. & Oikkenon, S. (1996). Explanation versus structured input |
| 12 | Mobile learning | Hockly, N. (2013).Mobile learning. ELTJ./Hockly,N. (2013). Interactive Whiteboards. ELTJ |
| 13 | Technologies in the Classroom | Richards, J. & Renandya, W. (2002) section 15 |
| 14 | General Review of ´Current Approaches in ELT´ course |
| Resources | |
|---|---|
| Course Notes | <p>Richards, J. & Renandya, W. (2002). Methodology in Language Teaching: An Anthology of Current Practic. CUP<br /> <br /> Classroom Pack including the most recent articles in the literature.</p> |
| Course Resources | Trends in English Language Teaching Today by Adrian Underhill, A. 2004, |
| Order | Program Outcomes | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | A graduate of the department possesses mastery on ELT. | X | |||||
| 2 | A graduate of the department knows and comprehends the latest innovations in ELT. | X | |||||
| 3 | A graduate of the department knows how to implement the gained knowledge to the language teaching classrooms. | X | |||||
| 4 | A graduate of the department follows the literature and knows how to find the specific information. | X | |||||
| 5 | A graduate of the department proposes new ideas on the field and conducts researches and studies on them. | X | |||||
| 6 | A graduate of the department comprehends the research methods and techniques, and gets use of them in the process of research. | X | |||||
| 7 | A graduate of the department possesses qualified knowledge to synthesize the theoretical and applicable knowledege of ELT | X | |||||
| 8 | A graduate of the department knows and comprehends the approaches and methods of assessment and evaluation. | X | |||||
| 9 | A graduate of the department synthesizes the linguistics and language acquisition with language teaching. | X | |||||
| 10 | With the help of critical thinking skill, a graduate of the department is able to find the deficit issues among the literature and seeks to study on these. | X | |||||
| 11 | A graduate of the department learns about the stages of data collection, data analysis, and publishing related to their field of study on scientific and ethical grounds. | X | |||||
| 12 | A graduate of the department develops the skills necessary for interdisciplinary interaction and produce new and functional information by synthesizing it. | X | |||||
| 13 | A graduate of the department develops a positive attitude for sustainable development, determine personal and occupational goals related to ELT, look for opportunities and use research methods and techniques necessary for further career development. | X | |||||
| 14 | A graduate of the department is equipped with relevant skills to examine the native language and the foreign language in terms of grammatical, linguistic and literary perspectives and to utilize similarities and differences didactically throughout this examination. | X | |||||
| 15 | A graduate of the department is able to do scientific presentations at national and international meetings. | X | |||||
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Ara Sınav | 50 |
| 1. Performans Görevi (Seminer) | 10 |
| 2. Performans Görevi (Seminer) | 20 |
| 3. Performans Görevi (Seminer) | 20 |
| Total | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Total | 100 |
| ECTS - Workload Activity | Quantity | Time (Hours) | Total Workload (Hours) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 5 | 80 |
| Mid-terms | 1 | 5 | 5 |
| Assignment | 1 | 3 | 3 |
| Final examination | 1 | 5 | 5 |
| Total Workload | 141 | ||
| Total Workload / 25 (Hours) | 5.64 | ||
| dersAKTSKredisi | 6 | ||