Course Name | Teaching English as a Foreign Language |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
ETI 370 | Fall/Spring | 3 | 0 | 3 | 6 |
Prerequisites | None | |||||
Course Language | English | |||||
Course Type | Elective | |||||
Course Level | First Cycle | |||||
Mode of Delivery | face to face | |||||
Teaching Methods and Techniques of the Course | DiscussionGroup WorkQ&ARole Playing | |||||
Course Coordinator | ||||||
Course Lecturer(s) | ||||||
Assistant(s) | - |
Course Objectives | This course aims to provide students with theoretical knowledge and practical skills of teaching English as a foreign language. |
Learning Outcomes | The students who succeeded in this course;
|
Course Description | This course deals with theoretical and practical aspects of foreign language teaching, touching on the key concepts in the field such as, presenting and practicing grammar and vocabulary, developing language skills and classroom management. |
Related Sustainable Development Goals | |
| Core Courses | |
Major Area Courses | ||
Supportive Courses | X | |
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
1 | Course Introduction, Assessment and the Basics of Language Teaching | |
2 | Methods and Techniques in ELT | Diane Larsen-Freeman (2003). Chap 2-5 in “Techniques and Principles in Language Teaching”, OUP. https://acasearch.files.wordpress.com/2015/03/techniques-in-language-teaching.pdf |
3 | Introducing Language: Vocabulary | Jihyun Nam (2010). Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom, TESL CANADA JOURNAL/REVUE TESL DU CANADA 127 VOL. 28, NO 1, https://files.eric.ed.gov/fulltext/EJ924072.pdf |
4 | Vocabulary Teaching | Jihyun Nam (2010). Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom, TESL CANADA JOURNAL/REVUE TESL DU CANADA 127 VOL. 28, NO 1, https://files.eric.ed.gov/fulltext/EJ924072.pdf |
5 | Introducing Language: Structure | Diana Larsen-Freeman, (2014). Teaching Grammar, In Celce-Murcia, P.M Brinton & M.A. Snow, Teaching English as a Second or Foreign Language. Boston: National Geographic Learning. 251-266. |
6 | Structure Teaching | Diana Larsen-Freeman, (2014). Teaching Grammar, In Celce-Murcia, P.M Brinton & M.A. Snow, Teaching English as a Second or Foreign Language. Boston: National Geographic Learning. 251-266. |
7 | Language Practice | https://www.aeseducation.com/blog/what-is-a-lesson-plan |
8 | Micro teaching: Vocabulary/Structure | |
9 | Teaching Skills: Listening and Reading | Abbas Pourhosein Gilakjani (2016).The Significance of Listening Comprehension in English Language Teaching, Theory and Practice in Language Studies, Vol. 6, No. 8, pp. 1670-1677. https://www.researchgate.net/publication/306311479_The_Significance_of_Listening_Comprehension_in_English_Language_Teaching |
10 | Teaching Skills: Listening and Reading | Hesham Suleiman Alyousef. (2006), Teaching Reading Comprehension to ESL/EFL Learners, Journal of Language and Learning Volume 5 Number 1 https://www.researchgate.net/publication/235771368_Teaching_reading_comprehension_to_ESLEFL_learners |
11 | Teaching Skills: Speaking and Writing | Blanka Frydrychova Klimova. (2014). Approaches to the teaching of writing skills, Procedia - Social and Behavioral Sciences 112 ( 2014 ) 147 – 151 https://www.researchgate.net/publication/260251618_Approaches_to_the_Teaching_of_Writing_Skills |
12 | Teaching Skills: Speaking and Writing | Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language, The Internet TESL Journal. http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html |
13 | Online interactive teaching techniques | https://elearningindustry.com/5-strategies-improve-your-online-teaching https://blog.wiziq.com/5-online-teaching-techniques/ https://elearningindustry.com/digital-education-tools-teachers-students |
14 | Micro teaching | |
15 | Micro teaching Review of the semester | |
16 | Final Exam |
Course Notes/Textbooks | |
Suggested Readings/Materials | Supplementary materials to be prepared by course instructor when necessary. |
Semester Activities | Number | Weigthing |
Participation | 1 | 10 |
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | 1 | 20 |
Portfolio | ||
Homework / Assignments | ||
Presentation / Jury | ||
Project | ||
Seminar / Workshop | ||
Oral Exam | ||
Midterm | 1 | 30 |
Final Exam | 1 | 40 |
Total |
Weighting of Semester Activities on the Final Grade | 3 | 60 |
Weighting of End-of-Semester Activities on the Final Grade | 1 | 40 |
Total |
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
Study Hours Out of Class | 14 | 3 | 42 |
Field Work | |||
Quizzes / Studio Critiques | 1 | 25 | |
Portfolio | |||
Homework / Assignments | |||
Presentation / Jury | |||
Project | |||
Seminar / Workshop | |||
Oral Exam | |||
Midterms | 1 | 30 | |
Final Exams | 1 | 35 | |
Total | 180 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | To be able to use advanced, field-specific conceptual, theoretical, and practical knowledge acquired, | |||||
2 | To be able to analyze and research field-specific concepts and ideas and to interpret data individually or as a team using scientific methods, | |||||
3 | To be able to understand and use grammatical and semantic structures of the source and target languages, | X | ||||
4 | To be able to obtain information about social, cultural, and historical approaches within the source and target languages and to use this information for textual analysis and production, | X | ||||
5 | To be able to understand and interpret written and oral texts in the source language and to transfer these texts into the target language using a semantically and functionally appropriate language, | X | ||||
6 | To be able to produce creative translations and assess the translation products critically by defining the steps, strategies and problems in the translation process in the light of field-specific theoretical knowledge and skills acquired, | |||||
7 | To be able to transfer the theoretical knowledge and research skills within different areas of expertise to translational act, | |||||
8 | To be able to use computer-assisted translation tools and machine translation effectively at each step of the translation process, and to follow the theoretical and practical developments in these fields, | |||||
9 | To be able to gain awareness of the translator’s social role, job profile, and professional ethical values and to acquire workload management skills for individual or team work, | |||||
10 | To be able to access necessary sources to improve quality at each step of the translation process and to assess the target text in accordance with the quality objectives by using these sources, | |||||
11 | To be able to establish effective oral and written communication skills both in English and Turkish, to be able to speak a second foreign language at a good level, to be able to use a third foreign language at intermediate level, | X | ||||
12 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest