Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| VOCABULARY TEACHING in ENGLISH | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. İlknur EĞİNLİ |
| Name of Lecturer(s) | Assoc.Prof. Irina SHELENKOVA |
| Assistant(s) | |
| Aim | The aim is to bring the students from the basics of word formation and on through how words have meanings. In the course the students look at how words form relationships with other words, how they inter-relate with grammar, how they attract one another and gather in groups, how they operate in spoken and written texts, how we learn them, how we teach them and how we use them, change them and recreate them in society. The course provides the background information and theory relating to each topic, identifies the problems which learners will have in relation to different aspects of vocabulary, and provides a discussion of how we can apply the theory from to the teaching and how we can address the challenges. |
| Course Content | This course contains; Introduction to the Program,Aspects of knowing a word: Meaning and organization,Aspects of knowing a word: Word form and grammatical knowledge,Collocations,Multi-Word Items,Word Relations. What do we know about this?,Word Relations. How do we teach it?,Words in text and discourse. What do we know about this?,Words in text and discourse. How do we teach it?,Words in the mind,Words in Society. What do we know about this?,Words in Society. How do we teach it?,Teaching and learning vocabulary,Revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students will be able to classify their knowledge in how to determine the relationship between lexical items and structural forms. | 6, 9 | E, F |
| Students will be able to identify test types to assess vocabulary knowledge in English. | 12, 16, 9 | H |
| Students will be able to effectively use and teach vocabulary in the classroom. | 16, 6, 9 |
| Teaching Methods: | 12: Problem Solving Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Program | Study of Week 1 PPT presentation |
| 2 | Aspects of knowing a word: Meaning and organization | N. Schmitt, (2000) 22-44 |
| 3 | Aspects of knowing a word: Word form and grammatical knowledge | N. Schmitt, (2000) 45-66 |
| 4 | Collocations | M. McCarthy, A. O'Keeffe, S. Walsh, (2010) 28-38 |
| 5 | Multi-Word Items | N. Schmitt, (2000) 96-102 |
| 6 | Word Relations. What do we know about this? | Study of Week 6 PPT presentation |
| 7 | Word Relations. How do we teach it? | Study of Week 7 PPT presentation |
| 8 | Words in text and discourse. What do we know about this? | Study of Week 8 PPT presentation |
| 9 | Words in text and discourse. How do we teach it? | N. Schmitt, (2000) 102-113 |
| 10 | Words in the mind | N. Schmitt, (2000) 116-132 |
| 11 | Words in Society. What do we know about this? | Study of Week 11 PPT presentation |
| 12 | Words in Society. How do we teach it? | Study of Week 12 PPT presentation |
| 13 | Teaching and learning vocabulary | N. Schmitt, (2000) 142-162 |
| 14 | Revision | Study of Weeks 1-14 PPT presentations |
| Resources |
| 1. Stockwell, R. & D. Minkova (2003). English Words: History and Structure, CUP, Cambridge, UK 2. M. McCarthy, A. O'Keeffe, S. Walsh (2010). Vocabulary Matrix: Understanding, Learning, Teaching, Heinle, Cengage Learning, UK 3. N. Schmitt (2000), Vocabulary in Language Teaching, CUP, Cambridge, UK |
| Weekly PPT study materials. |
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. | ||||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | ||||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | ||||||
| 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 | 14 | 2 | 28 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 2 | 4 | 8 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 6 | 24 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 4 | 4 | 16 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 8 | 16 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 4 | 4 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 1 | 8 | 8 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 112 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(112/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| VOCABULARY TEACHING in ENGLISH | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. İlknur EĞİNLİ |
| Name of Lecturer(s) | Assoc.Prof. Irina SHELENKOVA |
| Assistant(s) | |
| Aim | The aim is to bring the students from the basics of word formation and on through how words have meanings. In the course the students look at how words form relationships with other words, how they inter-relate with grammar, how they attract one another and gather in groups, how they operate in spoken and written texts, how we learn them, how we teach them and how we use them, change them and recreate them in society. The course provides the background information and theory relating to each topic, identifies the problems which learners will have in relation to different aspects of vocabulary, and provides a discussion of how we can apply the theory from to the teaching and how we can address the challenges. |
| Course Content | This course contains; Introduction to the Program,Aspects of knowing a word: Meaning and organization,Aspects of knowing a word: Word form and grammatical knowledge,Collocations,Multi-Word Items,Word Relations. What do we know about this?,Word Relations. How do we teach it?,Words in text and discourse. What do we know about this?,Words in text and discourse. How do we teach it?,Words in the mind,Words in Society. What do we know about this?,Words in Society. How do we teach it?,Teaching and learning vocabulary,Revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students will be able to classify their knowledge in how to determine the relationship between lexical items and structural forms. | 6, 9 | E, F |
| Students will be able to identify test types to assess vocabulary knowledge in English. | 12, 16, 9 | H |
| Students will be able to effectively use and teach vocabulary in the classroom. | 16, 6, 9 |
| Teaching Methods: | 12: Problem Solving Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Program | Study of Week 1 PPT presentation |
| 2 | Aspects of knowing a word: Meaning and organization | N. Schmitt, (2000) 22-44 |
| 3 | Aspects of knowing a word: Word form and grammatical knowledge | N. Schmitt, (2000) 45-66 |
| 4 | Collocations | M. McCarthy, A. O'Keeffe, S. Walsh, (2010) 28-38 |
| 5 | Multi-Word Items | N. Schmitt, (2000) 96-102 |
| 6 | Word Relations. What do we know about this? | Study of Week 6 PPT presentation |
| 7 | Word Relations. How do we teach it? | Study of Week 7 PPT presentation |
| 8 | Words in text and discourse. What do we know about this? | Study of Week 8 PPT presentation |
| 9 | Words in text and discourse. How do we teach it? | N. Schmitt, (2000) 102-113 |
| 10 | Words in the mind | N. Schmitt, (2000) 116-132 |
| 11 | Words in Society. What do we know about this? | Study of Week 11 PPT presentation |
| 12 | Words in Society. How do we teach it? | Study of Week 12 PPT presentation |
| 13 | Teaching and learning vocabulary | N. Schmitt, (2000) 142-162 |
| 14 | Revision | Study of Weeks 1-14 PPT presentations |
| Resources |
| 1. Stockwell, R. & D. Minkova (2003). English Words: History and Structure, CUP, Cambridge, UK 2. M. McCarthy, A. O'Keeffe, S. Walsh (2010). Vocabulary Matrix: Understanding, Learning, Teaching, Heinle, Cengage Learning, UK 3. N. Schmitt (2000), Vocabulary in Language Teaching, CUP, Cambridge, UK |
| Weekly PPT study materials. |
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. | ||||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | ||||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | ||||||
| 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 | |