| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Teachıng Speakıng and Lıstenıng Comprehensıon Skılls | ELT 303 | 5 | 4 + 4 | 6 | 8 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | İngilizce |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi MERVE SAVAŞÇI |
| Dersi Verenler | Dr.Öğr.Üyesi MERVE SAVAŞÇI, |
| Dersin Yardımcıları | Res. Assist. Elif BOZYİĞİT |
| Dersin Kategorisi | Alanına Uygun Öğretim |
| Dersin Amacı | This course aims to develop student teachers´ professional knowledge about various stages and techniques of teaching of speaking, listening, and pronunciation skills. By means of this course, language awareness of student teachers increases and as well as learning to develop diverse teaching skills for learners at different ages and language proficiency levels, they learn how to adapt their own teaching techniques for the aforementioned learner groups. By doing so, they have a command of the principles and techniques of course planning appropriate for different proficiency levels. |
| Dersin İçeriği | This course concentrates on building language awareness and teaching skills through a detailed study of techniques and stages of teaching listening, speaking, and pronunciation to language learners at various ages and language proficiency levels. Student teachers will design individual and/or group micro-teaching activities focusing on the language skills stated above with adherence to principles of lesson planning and techniques of the specific skills for a variety proficiency levels. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Know the developmental processes of listening and speaking skills for learners at different age groups and proficiency levels. | Lecture, Group Study, Brain Storming, | Testing, Oral Exam, Performance Task, |
| 2 | Have a command of the stages of listening and speaking lessons. | Drilland Practice, Discussion, Question-Answer, Lecture, | Oral Exam, Testing, Performance Task, |
| 3 | Apply several different techniques and practice activities for teaching listening and speaking for learners at different age and language proficiency groups. | Discussion, Question-Answer, Lecture, | Performance Task, Oral Exam, Testing, |
| 4 | Apply their teaching skills to foreign language learners at different age and language proficiency groups via macro-teaching practices. | Discussion, Question-Answer, Lecture, | Performance Task, Oral Exam, Testing, |
| 5 | Demonstrate an understanding of the procedures for integrating listening and speaking skills via macro-teaching practices. | Discussion, Question-Answer, Lecture, | Performance Task, Oral Exam, Testing, |
| 6 | Adopt and/or adapt materials for teaching listening and speaking skills that are appropriate for different age and language proficiency groups. | Brain Storming, Drilland Practice, Discussion, Question-Answer, Lecture, | Oral Exam, Testing, Performance Task, |
| 7 | Evaluate and/or design lesson plans targeting teaching listening and speaking skills to different age and language proficiency groups with adherence to principles of lesson planning. | Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, Brain Storming, | Oral Exam, Testing, Performance Task, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction to the Course: Introduction of the Course and Examining the Syllabus; Teaching the Four Main Skills in Language Learning; Examining the Common European Framework of Reference for Languages (CEFR) | Common European Framework of Reference for Languages (CEFR) |
| 2 | Teaching Listening Skills (Theory) | Harmer, 2007, Ch. 16; Nation & Newton, 2009, Ch. 1; Flowerdew & Miller, 2005, Ch.1; Field, 2008, Ch.1; Brown, 2000, Ch. 16 |
| 3 | Teaching Listening Skills (Theory) & Developing a Listening Lesson Plan and Lesson Stages | Richards, 2015, Ch.12; Harmer, 2001, Ch. 10; Harmer, 2007, Ch. 18; Wilson, 2008, Ch. 2, 3, 4, 5, 6, 7; Flowerdew & Miller, 2005, Ch. 10; Ur, 1996 Module 8; Vandergrift & Goh, 2012 Epilogue; Tanner & Green, 1998, Ch.5 & 6 |
| 4 | Examining some teaching examples and criticizing lesson plan examples & Activity presentations to teach listening skills | Examining sample lesson plans, watching teaching example videos |
| 5 | Preparing and Presenting Lesson Plans for Teaching Listening Skills | Lesson plan preparations |
| 6 | Preparing and Presenting Lesson Plans for Teaching Listening Skills (contd.) | Lesson plan preparations |
| 7 | Teaching Speaking Skills (Theory) | Thornbury, 2005, Ch. 1, 2, 3; Brown, 2000, Ch. 17; Kelly, 2001, Ch. 2; Harmer, 2007, Ch. 15; Richards, 2015, Ch. 13; Thornbury, 2005, Ch. 4, 5 |
| 8 | Teaching Speaking Skills (Theory) (contd.) | Thornbury, 2005, Ch. 6, 7; Harmer, 2001, Ch. 9; Harmer, 2007, Ch. 20; Ur, 1996 Module 9; Tanner & Green, 1998, Ch.5 & 7 |
| 9 | Midterm | Midterm preparations |
| 10 | Examining some teaching examples and criticizing lesson plan examples & Activity presentations to teach speaking skills | Examining sample lesson plans, watching teaching example videos |
| 11 | Preparing and Presenting Lesson Plans for Teaching Speaking Skills | Lesson plan preparations |
| 12 | Preparing and Presenting Lesson Plans for Teaching Speaking Skills (contd.) | Lesson plan preparations |
| 13 | Integration of listening and speaking skills (Theory) & Examining some teaching examples and criticizing lesson plan examples | Examining sample lesson plans, watching teaching example videos |
| 14 | Course evaluation & General review | General review |
| Kaynaklar | |
|---|---|
| Ders Notu | - |
| Ders Kaynakları | The course pack comprises chapters from: Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. Cambridge University Press. Kelly, G. (2000). How to teach pronunciation. Longman. Nation, I. S. P., & Newton, J. (2008). Teaching ESL/EFL listening and speaking. Routledge. Richards, J. C. (2008). Teaching Listening and Speaking. Cambridge University Press. Thornbury, S. (2005). How to teach speaking. Harlow: Longman. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | A graduate of the department is able to plan teaching processes. | X | |||||
| 2 | A graduate of the department possesses the skill in organizing appropriate environments for English teaching. | X | |||||
| 3 | A graduate of the department can evaluate materials and resources that are relevant to English teaching with a critical viewpoint. | X | |||||
| 4 | A graduate of the department employs appropriate methods and techniques for English teaching. | X | |||||
| 5 | A graduate of the department decides on the feasibility of software and other technological resources to be utilized in English teaching | X | |||||
| 6 | A graduate of the department chooses the suitable learning strategies considering the personal traits of the students. | X | |||||
| 7 | A graduate of the department develops writing, reading, speaking and listening skills of the students. | X | |||||
| 8 | A graduate of the department uses measurement and assessment instruments in an effective way. | X | |||||
| 9 | A graduate of the department generates solutions for the educational, social and economic problems of the society. | X | |||||
| 10 | A graduate of the department questions to what degree s/he possesses the required qualifications of a teacher. | X | |||||
| 11 | A graduate of the department follows the academic studies conducted in the field for his personal development. | X | |||||
| 12 | A graduate of the department conveys his ideas on the significance of intercultural communication in the process of learning English as a foreign language. | X | |||||
| 13 | A graduate of the department indicates the ways of digging up information that are compulsory for life-long learning. | X | |||||
| 14 | A graduate of the department generates foreign language tests. | X | |||||
| 15 | A graduate of the department designs original activities promoting the use of English in the daily life. | X | |||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Performans Görevi (Uygulama) | 30 |
| 1. Sözlü Sınav | 20 |
| Toplam | 50 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 8 | 128 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 4 | 64 |
| Mid-terms | 1 | 1 | 1 |
| Final examination | 1 | 1 | 1 |
| Performance Task (Application) | 2 | 2 | 4 |
| Oral Examination | 1 | 1 | 1 |
| Toplam İş Yükü | 199 | ||
| Toplam İş Yükü / 25 (Saat) | 7,96 | ||
| Dersin AKTS Kredisi | 8 | ||