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Ders Tanımı

Ders Kodu Yarıyıl T+U Saat Kredi AKTS
HOT ISSUES IN ENGLISH LANGUAGE TEACHING ELT 514 0 3 + 0 3 6
Ön Koşul Dersleri
Önerilen Seçmeli Dersler
Dersin Dili İngilizce
Dersin Seviyesi Yüksek Lisans
Dersin Türü SECMELI
Dersin Koordinatörü Prof.Dr. FİRDEVS KARAHAN
Dersi Verenler
Dersin Yardımcıları Res. Assist. Merve SAVAŞÇI
Dersin Amacı
The main objective of this course is to introduce the latest innovations and technologies in English Language Teaching to the MA students, and to present the newest approaches the era has brought.
Dersin İçeriği
The impacts of the newest technological and scientific innovations to ELT classroom atmosphere, teacher behaviors and materials choices.
Dersin Öğrenme Çıktıları Öğretim Yöntemleri Ölçme Yöntemleri
1 - A graduate of the course knows the topics debated in the literature 1 - 3 - 8 - 10 - 16 - A - C - F -
2 - A graduate of the course can foresee how the language clşassroom will be shaped in the future 1 - 2 - 3 - 5 - 8 - 14 - A - C -
3 - A graduate of the course knows about digital literacy and the use of it in the classroom 1 - 2 - 3 - 4 - 8 - 10 - A - C -
4 - A graduate of the course knows about how to deal with the issues debated in the literature 1 - 3 - 8 - 14 - A - C - F -
Öğretim Yöntemleri: 1:Lecture 3:Discussion 8:Group Study 10:Brain Storming 16:Project Based Learning 2:Question-Answer 5:Demonstration 14:Self Study 4:Drilland Practice
Ölçme Yöntemleri: A:Testing C:Homework F:Performance Task

Ders Akışı

Hafta Konular ÖnHazırlık
1 Introduction and Social Turn in SLA
2 The role of Input Krashen, S. (1985). The input hypothesis: issues and implications. London: Longman-Ch.1
3 The role of Output Swain, M. (2007). The Output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In M. Pawlak (Ed.), Exploring focus on form in language teaching (pp. 73-91). Poznan: Faculty of Pedagogy and Fine Arts in Kalisz.
4 Form-focused Instruction H. Xu & R. Lyster (2014) Differential effects of explicit form-focused instruction on morphosyntactic development. Language Awareness
5 The role of Explicit Information in Processing Instruction VanPatten, B. & Borst, S. (2012). The roles of explicit information and grammatical sensitivity in the processing of clitic direct object pronouns and word order in Spanish L2. Hispania, 95 (2), 270-284./VanPatten, B. (2004). Input processing in SLA.
6 Spoken Grammar Goh, C. (2009). Perspectives on spoken grammar. ELT Journal 63(4), 303-312.Timmis, I. (2002). Native-speaker norms and international English: A classroom view. ELT Journal, 56(3), 240-249.
7 Midterm Exam
8 English as a lingua franca: Attitude and identity Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press. Ch1./ Jenkins, J. (2009). English as a lingua franca: interpretations and attitudes. World Englishes, 28(2), 200-207
9 Teacher Identity Jenkins, J. (2005). Implementing an international approach to English pronunciation: the role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535-543.
10 Corpus Use in ELT KJ Tsai. (2014). Profiling the collocation use in ELT textbooks and learner writing. Language Teaching Research
11 Digital Literacy Hockly, N. & Dudeney, G. (2007). How to teach English with technology. Pearson. /Hockly, N. (2012). Digital literacies. ELTJ
12 The Digital Generation Hockly, N.(2011). The digital generation. ELTJ/ (2013). Interactive whiteboards. ELTJ.
13 Student Presentations
14 Student Presentations

Kaynaklar

Ders Notu Classroom Pack including the most recent articles.

Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press. Ch1./ Jenkins, J. (2009). English as a lingua franca: interpretations and attitudes. World Englishes, 28(2), 200-207
Ders Kaynakları Hedge, T. (2000). Teaching and Learning in the Language Classroom: A Guide to Current Ideas About the Theory and Practice of English Language Teaching. Routledgefalmer (UK).

Döküman Paylaşımı


Dersin Program Çıktılarına Katkısı

No Program Öğrenme Çıktıları KatkıDüzeyi
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

Değerlendirme Sistemi

YARIYIL İÇİ ÇALIŞMALARI SIRA KATKI YÜZDESİ
AraSinav 1 40
Odev 1 30
PerformansGoreviUygulama 1 30
Toplam 100
Yıliçinin Başarıya Oranı 50
Finalin Başarıya Oranı 50
Toplam 100

AKTS - İş Yükü

Etkinlik Sayısı Süresi(Saat) Toplam İş yükü(Saat)
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
Toplam İş Yükü 141
Toplam İş Yükü /25(s) 5
Dersin AKTS Kredisi 5
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