| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Structure Of Englısh | ELT 112 | 2 | 2 + 0 | 2 | 2 |
| Ön Koşul Dersleri | - |
| Önerilen Seçmeli Dersler | - |
| Dersin Dili | İngilizce |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Doç.Dr. MELİHA RABİYE ŞİMŞEK |
| Dersi Verenler | Doç.Dr. MELİHA RABİYE ŞİMŞEK, |
| Dersin Yardımcıları | - |
| Dersin Kategorisi | Alanına Uygun Öğretim |
| Dersin Amacı | Students can skilfully use different language forms to express varied meanings in both oral and written communication. |
| Dersin İçeriği | This course provides a descriptive review of advanced English grammar and contributes to a fuller understanding of how English works in different types of texts. By building upon systemic-functional theory and using methods such as contrastive analysis, discourse analysis and error analysis, it familiarises students with key grammar concepts such as tense, mood and aspect, and gets them to explore the form, meaning and use of varied English structures in communicative activities. |
| Kalkınma Amaçları |
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| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | The student will be able to recognize syntactic structures in English, and contextual relation between the structures. | Lecture, Question-Answer, Discussion, Problem Solving, Lab / Workshop, | True False Tests, Short Answer Tests, |
| 2 | The student defines the speaker's use of different structures. | Lab / Workshop, Problem Solving, Discussion, Question-Answer, Lecture, | Short Answer Tests, True False Tests, |
| 3 | The student will be able to recognize the difference between everyday langauge and academic speech. | Lab / Workshop, Discussion, Question-Answer, Lecture, | Short Answer Tests, True False Tests, |
| 4 | The student will be able to define the differences between written and spoken forms of language, and use suitable ways while speaking. | Lab / Workshop, Discussion, Question-Answer, Lecture, | Short Answer Tests, True False Tests, |
| 5 | The student will be able to compare English and Turkish structures and their contextual meanings. | Lab / Workshop, Discussion, Question-Answer, Lecture, | Short Answer Tests, True False Tests, |
| 6 | The student , as a user of the language, will be able to question the appropriateness of any structure to a context and use them effectively. | Lab / Workshop, Problem Solving, Discussion, Question-Answer, Lecture, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Tense Contrasts (Present, Past and Future Time) | |
| 2 | Tense Contrasts (Present, Past and Future Time) | |
| 3 | Tense, Mood and Aspect | |
| 4 | Passivisation | |
| 5 | Evaluation of mini-projects | |
| 6 | Evaluation of mini-projects | |
| 7 | Midterm | |
| 8 | 5 Basic Types of Modality: Ability, Necessity & Advisability | |
| 9 | Basic Types of Modality: Permission & Logical Probability | |
| 10 | The English Modal System: True vs. Periphrastic Modals & (Non)Epistemic Modals | |
| 11 | Conditionals: Factuality & Counterfactuality | |
| 12 | Relativisation | |
| 13 | Relativisation (cont.) | |
| 14 | Consolidation |
| Kaynaklar | |
|---|---|
| Ders Notu | Class Notes (SABIS) |
| Ders Kaynakları | Carter, R., Hughes, R., & McCarthy, M. (2000). Exploring grammar in context. Cambridge University Press. Maurer, J. (2017). Focus on grammar 5: An integrated skills approach (5th. Ed.). Pearson Education. Vince, M. (2008). Macmillan English grammar in context (Advanced). Macmillan Education. |
| 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 | |||||
| # | Ders Öğrenme Çıktılarının Program Çıktılarına Katkısı | PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | PÇ 9 | PÇ 10 | PÇ 11 | PÇ 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | The student will be able to recognize syntactic structures in English, and contextual relation between the structures. | 1 | 4 | 3 | 1 | 4 | 5 | ||||||
| 2 | The student defines the speaker's use of different structures. | 1 | 4 | 2 | 1 | 2 | 2 | 5 | |||||
| 3 | The student will be able to recognize the difference between everyday langauge and academic speech. | 2 | 5 | 2 | 1 | 3 | 2 | 5 | |||||
| 4 | The student will be able to define the differences between written and spoken forms of language, and use suitable ways while speaking. | 2 | 4 | 2 | 1 | 2 | 2 | 3 | 5 | ||||
| 5 | The student will be able to compare English and Turkish structures and their contextual meanings. | 1 | 4 | 2 | 1 | 2 | 3 | 5 | |||||
| 6 | The student , as a user of the language, will be able to question the appropriateness of any structure to a context and use them effectively. | 2 | 4 | 1 | 2 | 3 | 3 | 5 |
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 60 |
| 1. Kısa Sınav | 40 |
| Toplam | 100 |
| 1. Final | 50 |
| 1. Yıl İçinin Başarıya | 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 | 1 | 16 |
| Mid-terms | 1 | 2 | 2 |
| Final examination | 1 | 2 | 2 |
| Quiz | 1 | 2 | 2 |
| Toplam İş Yükü | 54 | ||
| Toplam İş Yükü / 25 (Saat) | 2,16 | ||
| dersAKTSKredisi | 2 | ||