|Course Name||Code||Semester||T+U Hours||Credit||ECTS|
|Language Awareness||ELT 442||8||4 + 0||4||5|
|Precondition Courses||<p>This course does not require any prerequisite course.</p>|
|Recommended Optional Courses||<p>None</p>|
|Course Level||Bachelor's Degree|
|Course Coordinator||Arş.Gör. BURCU KOÇ|
Res. Assist. Ali İLYA
Res. Assist. Burcu KOÇ
This course aims to develop teachers’ knowledge and understanding of the language systems by getting students familiarizing with the various dimensions of Language Awareness (LA). Throughout the process, the emphasis will be placed on the function of LA in the field of language education, and its relationships with other concepts will be closely analyzed.
Although, Language Awareness (LA) is defined and interpreted divergently in different environments due to the different dimensions it has, Thornbury (1997: x) defines it as ‘the knowledge that teachers have of the underlying systems of the language that enables them to teach effectively’. In this course, therefore, the definitions of LA are analyzed and their relation to language teaching will be explored. The terms such as implicit & explicit learning will be handled and through it, different approaches to language teaching will be discussed. The terms including consciousness, awareness, noticing etc. are dealt with and their various relations to the field of ELT will be taught. Language Awareness will be approached as a holistic discipline, and particularly its cognitive side will be highlighted.
|#||Course Learning Outcomes||Teaching Methods||Assessment Methods|
|1||Upon the successful completition of the course, the students will be able to define the term "language awareness,"||Lecture, Discussion, Self Study,||Testing, Homework, Performance Task,|
|2||- know different dimensions of language awareness,||Lecture, Discussion, Self Study,||Testing, Homework,|
|3||- evaluate language awareness in the historical context,||Lecture, Brain Storming, Self Study,||Testing, Homework,|
|4||- comprehends different viewpoints of the function of LA in the field of ELT,||Lecture, Self Study,||Testing, Homework,|
|5||- relate language awareness to his own field and develop his own ideas and attitudes by synthesizing the opinions and criticisms presented in the materials to be read,||Lecture, Brain Storming, Self Study,||Testing, Homework,|
|6||- have an opinion of the future of language awareness,||Lecture, Brain Storming, Self Study,||Testing, Homework,|
|7||- have an opinion of the sources to be consulted if required.||Lecture, Discussion, Brain Storming, Self Study,||Homework, Performance Task,|
|Week||Course Topics||Preliminary Preparation|
|1||Course Introduction & How would you define language awareness?|
|2||What are the principles, objectives, and procedures of a Language Awareness Approach?|
|3||What are the relationships between language awareness and existing theories of language?|
|4||What are the relationships between language awareness and existing theories of language learning?|
|5||What are the relationships between language awareness and existing theories of language teaching?|
|6||What are the relationships between language awareness and existing models of teacher education?|
|7||What is the role of affect in a language awareness approach?|
|8||What are the main justifications for using a language awareness aproach?|
|10||What can be achieved thorugh a language awareness work? & What is the future of language awareness?|
|11||Language Awareness: Prejudice, Stereotypes and Language|
|12||Language Awareness: Language and Culture|
|13||Language Awareness: Language and Media|
|14||Language Awareness: Language of Persuasion; Politics and Advertising|
|Course Notes||<p>Selected articles and book chapters within the classroom pack. </p>|
Berry, R., Berry, V., & Nunan, D. (1995). Language awareness in language education. Dept. of Curriculum Studies, The University of Hong Kong.
Bloom, F. E., & Lazerson, A. (1988). Brain, Mind and Behavior. New York: W. H. Freeman
Bolitho, R., & Tomlinson, B. (1995). Discover English. Oxford: Heinemann.
Carter, R. (2003). Key Concepts in ELT: Language Awareness. ELT Journal, 57(1), 64-5.
Carter, R. A., & McCarhy, M. (1997). Exploring Spoken English. Cambridge: Cambridge University Press.
Cenoz, J., Gorter, D., & May, S. (Eds.). (2017). Language awareness and multilingualism. Springer.
Donmall, B. G. (ed.) (1985). Language Awareness. NCLE Papers and Reports 6. London: Centre for Information on Language Teaching and Research.
Ellis, E. M. (2012). Language awareness and its relevance to TESOL. University of Sydney Papers in TESOL, 7.
Garret, P., & James, C. (1993). What’s language awareness. BABEL-AFIAL, 2, 109-114.
Garrett, P., & Cots, J. M. (Eds.). (2018). The Routledge handbook of language awareness. Routledge.
J. Andrews, S. (2008). Teacher language awareness. Springer US.
Wright, T., & Bolitho, R. (1993). Language awareness: a missing link in language teacher education? ELT Journal, 47(4), 292-304.
|Order||Program Outcomes||Level of Contribution|
|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|
|Semester Studies||Contribution Rate|
|1. Ara Sınav||50|
|1. Kısa Sınav||25|
|1. Performans Görevi (Uygulama)||15|
|1. Yıl İçinin Başarıya||60|
|ECTS - Workload Activity||Quantity||Time (Hours)||Total Workload (Hours)|
|Course Duration (Including the exam week: 16x Total course hours)||16||4||64|
|Hours for off-the-classroom study (Pre-study, practice)||16||3||48|
|Performance Task (Application)||1||3||3|
|Total Workload / 25 (Hours)||4.88|