Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CULTURE and LANGUAGE | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Mehdi SOLHİ |
| Name of Lecturer(s) | Assoc.Prof. Mehdi SOLHİ |
| Assistant(s) | TED Talks Videos on language and culture |
| Aim | This course intends to - familiarize the students with the concept of culture and its connection with language, - to give information about the social, cognitive, and gendered realities of bi-directional relationship between language and culture, - to closely look at the connection between thought, language, and culture to realize how they frame our conceptual universe, - give information about identity and language learning, - consider historical landmarks in cross-cultural research, and - look at the ideology, policy, and politics and their effects on culture. |
| Course Content | This course contains; Introduction, clarifications, and discussion on the topic of culture,- Kinship terms from a cultural perspective - time concepts from a cultural perspective ,Linguistic relativity A video file assignment,- Cognitive categories, - Social categories - assignment check ,- Gendered words - Gendered structures - Gendered speech - Same-gender talk - Gendered interaction,Cultural parameters and stereotypes ,Language, thought, and culture,Language, Thought, and Culture,Historic landmarks in cross-cultural research,Teaching intercultural competence,Cognitive, affective, and behavioral components of teaching culture Culture with a capital c and culture with a small c,Cultural Understanding: -Color Purple -third culture,Critical cultural consciousness,Microstrategies for teaching culture. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of the course, students will learn the connection between language and culture | 16 | |
| realize the culture from social, cognitive, and gendered perspectives | 16 | |
| understand the reality of intercultural competence | 16 | |
| perceive the intercultural competence and understand the relation between language, culture, and stereotypes, and | 16 | |
| be familiar with historical landmarks on the connection between language and culture. | 16 |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, clarifications, and discussion on the topic of culture | - Introduction to the course - Preparing a PowerPoint presentation on the purse and the contents of the course |
| 2 | - Kinship terms from a cultural perspective - time concepts from a cultural perspective | Yule (2014). p. 271-273 - Preparing a PowerPoint presentation |
| 3 | Linguistic relativity A video file assignment | Yule (2014). p. 273-275 - Preparing a PowerPoint presentation |
| 4 | - Cognitive categories, - Social categories - assignment check | Yule (2014). p. 275-278 - Preparing a PowerPoint presentation |
| 5 | - Gendered words - Gendered structures - Gendered speech - Same-gender talk - Gendered interaction | Yule (2014). p. 278-281 - Preparing a PowerPoint presentation |
| 6 | Cultural parameters and stereotypes | Brown (2014). p. 174-178 - Preparing a PowerPoint presentation |
| 7 | Language, thought, and culture | Brown (2014). p. 180-186 - Preparing a PowerPoint presentation |
| 8 | Language, Thought, and Culture | Brown (2014). p. 180-186 - Preparing a PowerPoint presentation |
| 9 | Historic landmarks in cross-cultural research | Brown (2014). p. 186-192 - Preparing a PowerPoint presentation |
| 10 | Teaching intercultural competence | Brown (2014). p. 196-200 - Preparing a PowerPoint presentation |
| 11 | Cognitive, affective, and behavioral components of teaching culture Culture with a capital c and culture with a small c | Kumaravadivelu (2003). p. 267-270 - Preparing a PowerPoint presentation |
| 12 | Cultural Understanding: -Color Purple -third culture | Kumaravadivelu (2003). p. 270-272 - Preparing a PowerPoint presentation |
| 13 | Critical cultural consciousness | Kumaravadivelu (2003). p. 271-275 - Preparing a PowerPoint presentation |
| 14 | Microstrategies for teaching culture | Kumaravadivelu (2003). p. 275-285 - Preparing a PowerPoint presentation |
| Resources |
| Brown, H. D. (2014). Principles of language learning and teaching (6th edition). New York: Pearson Education. Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. Yale University Press. Yule, G. (2014). The study of language (5th edition). The UK: Cambridge University Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | ||||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 2 | 4 | 8 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 4 | 8 | |||
| Term Project | 2 | 3 | 6 | |||
| Presentation of Project / Seminar | 1 | 6 | 6 | |||
| Quiz | 2 | 2 | 4 | |||
| Midterm Exam | 1 | 4 | 4 | |||
| General Exam | 1 | 6 | 6 | |||
| Performance Task, Maintenance Plan | 1 | 8 | 8 | |||
| Total Workload(Hour) | 78 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(78/30) | 3 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CULTURE and LANGUAGE | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Mehdi SOLHİ |
| Name of Lecturer(s) | Assoc.Prof. Mehdi SOLHİ |
| Assistant(s) | TED Talks Videos on language and culture |
| Aim | This course intends to - familiarize the students with the concept of culture and its connection with language, - to give information about the social, cognitive, and gendered realities of bi-directional relationship between language and culture, - to closely look at the connection between thought, language, and culture to realize how they frame our conceptual universe, - give information about identity and language learning, - consider historical landmarks in cross-cultural research, and - look at the ideology, policy, and politics and their effects on culture. |
| Course Content | This course contains; Introduction, clarifications, and discussion on the topic of culture,- Kinship terms from a cultural perspective - time concepts from a cultural perspective ,Linguistic relativity A video file assignment,- Cognitive categories, - Social categories - assignment check ,- Gendered words - Gendered structures - Gendered speech - Same-gender talk - Gendered interaction,Cultural parameters and stereotypes ,Language, thought, and culture,Language, Thought, and Culture,Historic landmarks in cross-cultural research,Teaching intercultural competence,Cognitive, affective, and behavioral components of teaching culture Culture with a capital c and culture with a small c,Cultural Understanding: -Color Purple -third culture,Critical cultural consciousness,Microstrategies for teaching culture. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of the course, students will learn the connection between language and culture | 16 | |
| realize the culture from social, cognitive, and gendered perspectives | 16 | |
| understand the reality of intercultural competence | 16 | |
| perceive the intercultural competence and understand the relation between language, culture, and stereotypes, and | 16 | |
| be familiar with historical landmarks on the connection between language and culture. | 16 |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, clarifications, and discussion on the topic of culture | - Introduction to the course - Preparing a PowerPoint presentation on the purse and the contents of the course |
| 2 | - Kinship terms from a cultural perspective - time concepts from a cultural perspective | Yule (2014). p. 271-273 - Preparing a PowerPoint presentation |
| 3 | Linguistic relativity A video file assignment | Yule (2014). p. 273-275 - Preparing a PowerPoint presentation |
| 4 | - Cognitive categories, - Social categories - assignment check | Yule (2014). p. 275-278 - Preparing a PowerPoint presentation |
| 5 | - Gendered words - Gendered structures - Gendered speech - Same-gender talk - Gendered interaction | Yule (2014). p. 278-281 - Preparing a PowerPoint presentation |
| 6 | Cultural parameters and stereotypes | Brown (2014). p. 174-178 - Preparing a PowerPoint presentation |
| 7 | Language, thought, and culture | Brown (2014). p. 180-186 - Preparing a PowerPoint presentation |
| 8 | Language, Thought, and Culture | Brown (2014). p. 180-186 - Preparing a PowerPoint presentation |
| 9 | Historic landmarks in cross-cultural research | Brown (2014). p. 186-192 - Preparing a PowerPoint presentation |
| 10 | Teaching intercultural competence | Brown (2014). p. 196-200 - Preparing a PowerPoint presentation |
| 11 | Cognitive, affective, and behavioral components of teaching culture Culture with a capital c and culture with a small c | Kumaravadivelu (2003). p. 267-270 - Preparing a PowerPoint presentation |
| 12 | Cultural Understanding: -Color Purple -third culture | Kumaravadivelu (2003). p. 270-272 - Preparing a PowerPoint presentation |
| 13 | Critical cultural consciousness | Kumaravadivelu (2003). p. 271-275 - Preparing a PowerPoint presentation |
| 14 | Microstrategies for teaching culture | Kumaravadivelu (2003). p. 275-285 - Preparing a PowerPoint presentation |
| Resources |
| Brown, H. D. (2014). Principles of language learning and teaching (6th edition). New York: Pearson Education. Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. Yale University Press. Yule, G. (2014). The study of language (5th edition). The UK: Cambridge University Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | ||||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |