| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Pragmatıcs and Language Teachıng | ELT 004 | 0 | 2 + 0 | 2 | 4 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | SEDA DEMİR |
| Dersi Verenler | |
| Dersin Yardımcıları | Res. Assist. Elif BOZYİĞİT |
| Dersin Kategorisi | Alanına Uygun Öğretim |
| Dersin Amacı | Based upon the idea that language teaching is not limited to teaching linguistic rules but that it includes teaching “language use”, this course aims to introduce pre-service teachers the role of (interlanguage) pragmatics in language teaching as well as to acquaint them with the procedures for obtaining and adapting samples of authentic language data reflecting pragmatic use of language for classroom purposes and for creating pragmatics-focused lesson plans. |
| Dersin İçeriği | Pragmatics and Language Education is an elective course which aims to equip pre-service teachers with the necessary knowledge and skills regarding the use of pragmatics in language teaching. More specifically, the core of this course includes (1) what pragmatics is, what having pragmatic ability means, how pragmatics is intertwined with culture, and why it is important to teach it in the L2 classroom; (2) the theoretical underpinnings for L2 pragmatics instruction for understanding L2 pragmatic use and development; (3) explicit, implicit, inductive, and deductive instruction in L2 pragmatics; (4) how to develop their learners’ pragmatic ability through increasing their noticing and attention as well as providing them output and interactional opportunities; (5) factors that might affect pragmatic ability (e.g., proficiency, age, gender, occupation, past multilingual/multicultural experiences, etc.) and common causes of learners’ divergence from pragmatic norms (e.g., negative transfer of pragmatic norms; limited grammatical ability in the L2; overgeneralization of perceived L2 pragmatic norms; effect of instruction or instructional materials); (6) technology-aided pragmatic teaching and online resources for teaching L2 pragmatics; (7) the means of obtaining and adapting samples of authentic language data reflecting pragmatic use of language, which are appropriate for classroom purposes; (8) textbook analysis for pragmatic components; (9) the role of conversation analysis and electronic corpora in the teaching of L2 pragmatics; (10) how to create pragmatics-focused lesson plans and components of a lesson plan; (11) how to assess learners’ L2 pragmatic ability (e.g., through formal tests or more informal performance tasks involving rubrics or checklists) and how to provide feedback on learners’ usage. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Students are acquainted with the important terms, concepts, and models within the scope of the field of Pragmatics, and explain and use them appropriately where and when necessary. | Lecture, Question-Answer, Discussion, | Testing, Homework, Project / Design, |
| 2 | Students have a firm knowledge of the necessity to use pragmatics in language teaching. | Lecture, Question-Answer, Discussion, | Testing, Homework, Project / Design, |
| 3 | Students apply the pragmatics theories in language teaching. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, Project / Design, |
| 4 | Students learn explicit, implicit, inductive, and deductive instruction in L2 pragmatics. | Lecture, Question-Answer, Discussion, | Testing, Homework, Project / Design, |
| 5 | Students know the factors that might affect pragmatic ability (e.g., proficiency, age, gender, occupation, past multilingual/multicultural experiences, etc.) | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, Project / Design, |
| 6 | Students know the common causes of learners’ divergence from pragmatic norms (e.g., negative transfer of pragmatic norms; limited grammatical ability in the L2; overgeneralization of perceived L2 pragmatic norms; effect of instruction or instructional materials). | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, Project / Design, |
| 7 | Students know the means of obtaining and adapting samples of authentic language data reflecting pragmatic use of language. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, Project / Design, |
| 8 | Students are able to evaluate textbooks and language materials for teaching pragmatics. | Lecture, Question-Answer, Discussion, Drilland Practice, Demonstration, Motivations to Show, Group Study, Case Study, | Testing, Homework, Project / Design, |
| 9 | Students are acquainted with technology-aided pragmatic teaching and online resources for teaching L2 pragmatics. | Lecture, Question-Answer, Discussion, Drilland Practice, Demonstration, Motivations to Show, | Testing, Homework, Project / Design, |
| 10 | Students know how to assess learners’ L2 pragmatic ability and provide feedback on learners’ usage. | Lecture, Question-Answer, Discussion, Drilland Practice, Demonstration, Motivations to Show, Group Study, Case Study, | Testing, Homework, Project / Design, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction to the course: Second Language Acquisition and Pragmatics | |
| 2 | Terms in the field of (interlanguage) pragmatics, how pragmatics is intertwined with culture, and the role of pragmatics in language teaching | |
| 3 | Pragmatic ability and defining it in terms of listeners, speakers, readers, and writers of a language. Factors affecting pragmatic ability (e.g., proficiency, age, gender, occupation, past multilingual/multicultural experiences, etc.) | |
| 4 | Common causes of learners’ divergence from pragmatic norms (e.g., negative transfer of pragmatic norms; limited grammatical ability in the L2; overgeneralization of perceived L2 pragmatic norms; effect of instruction or instructional materials) | |
| 5 | Theoretical underpinnings for L2 pragmatics instruction | |
| 6 | Pragmatics-focused lesson plan and its components | |
| 7 | Pragmatics-focused lesson plan and its components (contd.) | |
| 8 | Textbook analysis for pragmatic components. | |
| 9 | Midterm | |
| 10 | Exploring instructional resources for teaching L2 pragmatics and the means of obtaining samples of language data reflecting pragmatic use of language. | |
| 11 | Technology-aided pragmatic teaching and online resources for teaching L2 pragmatics. | |
| 12 | The role of conversation analysis (CA) and electronic corpora in the teaching of L2 pragmatics | |
| 13 | Classroom observation and teaching demonstrations to provide a hands-on opportunity | |
| 14 | Assessment of learners’ L2 pragmatic ability (e.g., through formal tests or more informal performance tasks involving rubrics or checklists) and how to provide feedback on learners’ usage. |
| Kaynaklar | |
|---|---|
| Ders Notu | - |
| Ders Kaynakları | Alcon-Soler, E., & Martinez-Flor, A. (Eds.) (2008).Investigating Pragmatics in Foreign Language Learning, Teaching and Testing. Bristol: Multilingual Matters. Bardovi-Harlig, K. (2018). Teaching of Pragmatics. The TESOL Encyclopedia of English Language Teaching, 1-7. Bardovi-Harlig, K., & Mahan-Taylor, R. (2003). Teaching pragmatics. Washington, DC: United States Department of State. Retrieved from http://americanenglish.state.gov/search/ solr/pragmatics. Ishihara, N., & Cohen, A. D. (2010). Teaching and learning pragmatics: Where language and culture meet. Harlow: Pearson Longman. Rose, K. R., & Kasper, G. (2001). Pragmatics in language teaching. Cambridge: Cambridge University Press. Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the necessary theoretical, methodological and factual knowledge about foreign language (English) education and teaching profession and uses them to produce solution(s) to educational problems. | X | |||||
| 2 | Uses language skills (reading, speaking, writing, listening skills) at a level that can communicate effectively by analyzing written and oral texts produced in foreign language (English) and mother tongue (Turkish) with a critical approach. | X | |||||
| 3 | As a foreign language teacher, knows the legislation concerning the duties, rights and responsibilities and behaves in compliance with the legislation. | X | |||||
| 4 | Uses the scientific methods and technologies required to follow the innovations in the field of foreign language teaching, to develop original activities and to find solution(s) to possible problems. | X | |||||
| 5 | Plans the language learning process taking into account the diverse characteristics and life experiences of learners and organizes the appropriate environments and carry out the process effectively. | X | |||||
| 6 | Analyzes and evaluates foreign language teaching programs in their own context by choosing appropriate approaches. | X | |||||
| 7 | Prepares and implements appropriate assessment and evaluation tools for foreign language teaching and development of students. | X | |||||
| 8 | Effectively uses intercultural communication skills in the process of foreign language (English) teaching and with his/her attitudes and behaviours becomes a role model for the students. | X | |||||
| 9 | Actively uses the skills of learning to learn, self-regulation, lifelong learning, critical and creative thinking and redounds these skills to his/her students. Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher. | X | |||||
| 10 | Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher. | X | |||||
| 11 | At the end of the process of foreign language (English) education, prepares his/her students as individuals who can use foreign language as an effective communication medium in everyday life. | X | |||||
| 12 | Knows the structure of the language to be taught, the rules and the various contexts in which it can be used, and uses the target language appropriately and compares it to other languages he/she has learned. | X | |||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 40 |
| 1. Kısa Sınav | 20 |
| 1. Ödev | 20 |
| 1. Proje / Tasarım | 20 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 2 | 32 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 3 | 48 |
| Mid-terms | 1 | 1 | 1 |
| Quiz | 1 | 1 | 1 |
| Assignment | 1 | 10 | 10 |
| Project / Design | 1 | 10 | 10 |
| Final examination | 1 | 2 | 2 |
| Toplam İş Yükü | 104 | ||
| Toplam İş Yükü / 25 (Saat) | 4,16 | ||
| Dersin AKTS Kredisi | 4 | ||