Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING LANGUAGE and LITERATURE I | - | 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 | Required |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assoc.Prof. Aynur KESEN MUTLU |
| Assistant(s) | |
| Aim | This course aims to provide prospective teachers with theorethical knowledge on the analysis of all literary genres. Furthermore, the course presents information on how literary texts could be utilized in teaching English as a foreign language on the basis of both theorethical knowledge and in-class activities. |
| Course Content | This course contains; The development of Language Awareness and Language Skills in Education,Language and Literature Language-based approaches,The Stylistic Approach ,The Use of Literature in Language Teaching,The Use of Short Stories in Language Teaching,Group Presentations on The Use of Short Stories in language Teaching,The Use of Novels in Language Teaching ,Group Presentations on The Use of Novels in Language Teaching ,The Use of Poetry in Language Teaching ,Group Presentations on The Use of Poetry in Language Teaching ,The Use of Drama Techniques in the English Language Classroom ,The Use of Drama Techniques in the English Language Classroom,Designing Lesson Plans on The Use of Literature in Language Teaching ,Designing Lesson Plans on The Use of Literature in Language Teaching . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, students will analyze the socio-cultural structure of the target language. | 14, 5, 6, 9 | E, F |
| Students will identify the characteristics of literary genres and analyze the context in terms of plot, characters, themes, time, and setting. | 6, 9 | F |
| Students will compare their own culture with the target culture using literary texts. | 16, 9 | F |
| Students will develop classroom activities based on literary works. | 6 | F |
| Design lesson plans for teaching grammar, vocabulary, language skills, and cultural elements with the support of literary activities. | 6 | F |
| Teaching Methods: | 14: Self Study Method, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The development of Language Awareness and Language Skills in Education | Reading related resources. Lazar (1993). Using literature in the classroom: The issues. p.1-21. |
| 2 | Language and Literature Language-based approaches | Reading related resources. Lazar (1993). Approaches to using literature with the language learner. p. 22-30. |
| 3 | The Stylistic Approach | Reading related resources. Lazar (1993). Approaches to using literature with the language learner. p. 31-47. |
| 4 | The Use of Literature in Language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). The Use of Literature in Language Teaching. p.1-14. |
| 5 | The Use of Short Stories in Language Teaching | Reading related resources. Lazar (1993). Planinng a lesson for use with a short story. p.77-88. |
| 6 | Group Presentations on The Use of Short Stories in language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). The Use of Short Stories for Language Teaching Purposes. p.15-34 |
| 7 | The Use of Novels in Language Teaching | Reading related resources. Lazar (1993). Using novels in the language classroom. p.89-93. |
| 8 | Group Presentations on The Use of Novels in Language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). The Use of Novels in the Language Classroom. p.35-50. |
| 9 | The Use of Poetry in Language Teaching | Reading related resources. Lazar (1993). Materials design and lesson planning: Poetry. p.94-132. |
| 10 | Group Presentations on The Use of Poetry in Language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). Poetry and Language Teaching. p.67-78. |
| 11 | The Use of Drama Techniques in the English Language Classroom | Reading related resources. Lazar (1993). Materials design and lesson planning: Plays. p.133-166. |
| 12 | The Use of Drama Techniques in the English Language Classroom | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). Using Plays and Drama Techniques in the English Language Classroom. p.51-66. |
| 13 | Designing Lesson Plans on The Use of Literature in Language Teaching | Reading related resources. Lazar (1993). Selecting and evaluating materials. p.48-61. |
| 14 | Designing Lesson Plans on The Use of Literature in Language Teaching | Reading related resources. Lazar (1993). Reflecting on the literature lesson. p.167-178. |
| Resources |
| Literature and language teaching: A course book. (2013). Editors Banu İnan & Doğan Yüksel. Ankara: Pegem Akademi. Literature and Language Teaching: A Guide for Teachers and Trainers. (1993). Gillian Lazar. 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 | X | |||||
| 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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 2 | 14 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 9 | 27 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 6 | 12 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 5 | 5 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 82 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(82/30) | 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 |
|---|---|---|---|---|---|
| TEACHING LANGUAGE and LITERATURE I | - | 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 | Required |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assoc.Prof. Aynur KESEN MUTLU |
| Assistant(s) | |
| Aim | This course aims to provide prospective teachers with theorethical knowledge on the analysis of all literary genres. Furthermore, the course presents information on how literary texts could be utilized in teaching English as a foreign language on the basis of both theorethical knowledge and in-class activities. |
| Course Content | This course contains; The development of Language Awareness and Language Skills in Education,Language and Literature Language-based approaches,The Stylistic Approach ,The Use of Literature in Language Teaching,The Use of Short Stories in Language Teaching,Group Presentations on The Use of Short Stories in language Teaching,The Use of Novels in Language Teaching ,Group Presentations on The Use of Novels in Language Teaching ,The Use of Poetry in Language Teaching ,Group Presentations on The Use of Poetry in Language Teaching ,The Use of Drama Techniques in the English Language Classroom ,The Use of Drama Techniques in the English Language Classroom,Designing Lesson Plans on The Use of Literature in Language Teaching ,Designing Lesson Plans on The Use of Literature in Language Teaching . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, students will analyze the socio-cultural structure of the target language. | 14, 5, 6, 9 | E, F |
| Students will identify the characteristics of literary genres and analyze the context in terms of plot, characters, themes, time, and setting. | 6, 9 | F |
| Students will compare their own culture with the target culture using literary texts. | 16, 9 | F |
| Students will develop classroom activities based on literary works. | 6 | F |
| Design lesson plans for teaching grammar, vocabulary, language skills, and cultural elements with the support of literary activities. | 6 | F |
| Teaching Methods: | 14: Self Study Method, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The development of Language Awareness and Language Skills in Education | Reading related resources. Lazar (1993). Using literature in the classroom: The issues. p.1-21. |
| 2 | Language and Literature Language-based approaches | Reading related resources. Lazar (1993). Approaches to using literature with the language learner. p. 22-30. |
| 3 | The Stylistic Approach | Reading related resources. Lazar (1993). Approaches to using literature with the language learner. p. 31-47. |
| 4 | The Use of Literature in Language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). The Use of Literature in Language Teaching. p.1-14. |
| 5 | The Use of Short Stories in Language Teaching | Reading related resources. Lazar (1993). Planinng a lesson for use with a short story. p.77-88. |
| 6 | Group Presentations on The Use of Short Stories in language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). The Use of Short Stories for Language Teaching Purposes. p.15-34 |
| 7 | The Use of Novels in Language Teaching | Reading related resources. Lazar (1993). Using novels in the language classroom. p.89-93. |
| 8 | Group Presentations on The Use of Novels in Language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). The Use of Novels in the Language Classroom. p.35-50. |
| 9 | The Use of Poetry in Language Teaching | Reading related resources. Lazar (1993). Materials design and lesson planning: Poetry. p.94-132. |
| 10 | Group Presentations on The Use of Poetry in Language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). Poetry and Language Teaching. p.67-78. |
| 11 | The Use of Drama Techniques in the English Language Classroom | Reading related resources. Lazar (1993). Materials design and lesson planning: Plays. p.133-166. |
| 12 | The Use of Drama Techniques in the English Language Classroom | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). Using Plays and Drama Techniques in the English Language Classroom. p.51-66. |
| 13 | Designing Lesson Plans on The Use of Literature in Language Teaching | Reading related resources. Lazar (1993). Selecting and evaluating materials. p.48-61. |
| 14 | Designing Lesson Plans on The Use of Literature in Language Teaching | Reading related resources. Lazar (1993). Reflecting on the literature lesson. p.167-178. |
| Resources |
| Literature and language teaching: A course book. (2013). Editors Banu İnan & Doğan Yüksel. Ankara: Pegem Akademi. Literature and Language Teaching: A Guide for Teachers and Trainers. (1993). Gillian Lazar. 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 | X | |||||
| 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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |