Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| APPROACHERS to ENGLISH LANGUAGE TEACHING | - | 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 | Assist.Prof. İlknur EĞİNLİ |
| Name of Lecturer(s) | Assist.Prof. İlknur EĞİNLİ |
| Assistant(s) | |
| Aim | This course will acquaint students with the objectives, content, and methods associated with teaching English in language teaching settings. The methods recommended in this course will also follow recommended teaching practices advocated professional organizations in the field of ELT. This course is structured on the premise that learning is a social activity. Learners construct meanings based on a variety of social and cultural factors that include (but are not limited to) their life experiences, cultural beliefs, family relationships, peer relationships, and institutional norms and expectations. Your own life experiences that include your personal experiences with schooling affect how you view learning and how you might construct your own classroom. Our process to explore methods includes reflecting on your experiences and your ideas about your future life as a teacher. |
| Course Content | This course contains; Introduction to APPROACHES TO TEACHING AND LEARNING ENGLISH ,History of early developments in language teaching ,The Grammar-Translation Method,The Reform Movement and the Direct Method,The nature of approaches and methods in language teaching,The Oral Approach and Situational Language Teaching,The Audiolingual Method,Revision of Behavioristic Methods,The Silent way Method,Suggestopedia ,Community Language Learning,Total Physical Response,Communicative Language Teaching,Content-based Instruction and Task-based Language Teaching . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Student teachers will identify and define principles of communicative language teaching | 10, 12, 23, 5, 9 | |
| Discuss various methods produce artifacts to fulfill the learning objectives. | 10, 16, 9 | |
| Analyze various methods and approaches in order to clarify the theories behind them. | 12, 19, 23, 9 | |
| Reflect and comment on difficulties in intercultural communication | 12, 19, 20, 9 | |
| Develop intercultural competence through weekly tutoring/teaching | 12, 16, 9 | H |
| Conduct microteaching demonstrations of original activities during class time | 9 | D, E, H |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 23: Concept Map Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | D: Oral Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to APPROACHES TO TEACHING AND LEARNING ENGLISH | Intro |
| 2 | History of early developments in language teaching | Brown Chapter 2 A "Methodological" History of Language Teaching |
| 3 | The Grammar-Translation Method | Brown Chapter 2 A "Methodological" History of Language Teaching p.18 INSTRUCTIONAL VIDEOS |
| 4 | The Reform Movement and the Direct Method | Brown Chapter 2 A "Methodological" History of Language Teaching p.21 INSTRUCTIONAL VIDEOS |
| 5 | The nature of approaches and methods in language teaching | Brown Chapter 2 A "Methodological" History of Language Teaching p.14 INSTRUCTIONAL VIDEOS |
| 6 | The Oral Approach and Situational Language Teaching | Brown Chapter 2 A "Methodological" History of Language Teaching p,22 INSTRUCTIONAL VIDEOS |
| 7 | The Audiolingual Method | Brown Chapter 2 A "Methodological" History of Language Teaching p.22 INSTRUCTIONAL VIDEOS |
| 8 | Revision of Behavioristic Methods | Brown Chapter 2 A "Methodological" History of Language Teaching p.24 INSTRUCTIONAL VIDEOS |
| 9 | The Silent way Method | Brown Chapter 2 A "Methodological" History of Language Teaching p.28 INSTRUCTIONAL VIDEOS |
| 10 | Suggestopedia | Brown Chapter 2 A "Methodological" History of Language Teaching p.27 INSTRUCTIONAL VIDEOS |
| 11 | Community Language Learning | Brown Chapter 2 A "Methodological" History of Language Teaching p.25 INSTRUCTIONAL VIDEOS |
| 12 | Total Physical Response | Brown Chapter 2 A "Methodological" History of Language Teaching p.29 INSTRUCTIONAL VIDEOS |
| 13 | Communicative Language Teaching | Brown Chapter 3 p.42 INSTRUCTIONAL VIDEOS |
| 14 | Content-based Instruction and Task-based Language Teaching | Brown Chapter 3 p.49 INSTRUCTIONAL VIDEOS |
| Resources |
| Brown, Douglas (2001). Teaching by principles: An interactive approach to language pedagogy (2nd Edition). New York, Pearson. Larsen-Freeman, D., & Anderson, M. (2015). Techniques and Principles in Language Teaching (3rd edition). Oxford University press. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd edition). Cambridge University Press. |
| Several texts are also recommended/optional and will be discussed in class. Larsen-Freeman, D. & M. Anderson. (2011). Techniques & Principles in Language Teaching. 3rd Edition. Oxford University Press. ISBN: 978 0 19442 360 1 Fillmore, L. W., Snow, C. E., & Educational Resources Information Center (U.S.). (2000). What teachers need to know about language. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center. [This book is available online] Prabhu, N.S. (1990). There Is No Best Method – Why? TESOL Quarterly, Vol. 24, No. 2 pp. 161 – 176. |
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 | 14 | 2 | 28 | |||
| Guided Problem Solving | 6 | 2 | 12 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 6 | 12 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 6 | 12 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| 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 |
|---|---|---|---|---|---|
| APPROACHERS to ENGLISH LANGUAGE TEACHING | - | 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 | Assist.Prof. İlknur EĞİNLİ |
| Name of Lecturer(s) | Assist.Prof. İlknur EĞİNLİ |
| Assistant(s) | |
| Aim | This course will acquaint students with the objectives, content, and methods associated with teaching English in language teaching settings. The methods recommended in this course will also follow recommended teaching practices advocated professional organizations in the field of ELT. This course is structured on the premise that learning is a social activity. Learners construct meanings based on a variety of social and cultural factors that include (but are not limited to) their life experiences, cultural beliefs, family relationships, peer relationships, and institutional norms and expectations. Your own life experiences that include your personal experiences with schooling affect how you view learning and how you might construct your own classroom. Our process to explore methods includes reflecting on your experiences and your ideas about your future life as a teacher. |
| Course Content | This course contains; Introduction to APPROACHES TO TEACHING AND LEARNING ENGLISH ,History of early developments in language teaching ,The Grammar-Translation Method,The Reform Movement and the Direct Method,The nature of approaches and methods in language teaching,The Oral Approach and Situational Language Teaching,The Audiolingual Method,Revision of Behavioristic Methods,The Silent way Method,Suggestopedia ,Community Language Learning,Total Physical Response,Communicative Language Teaching,Content-based Instruction and Task-based Language Teaching . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Student teachers will identify and define principles of communicative language teaching | 10, 12, 23, 5, 9 | |
| Discuss various methods produce artifacts to fulfill the learning objectives. | 10, 16, 9 | |
| Analyze various methods and approaches in order to clarify the theories behind them. | 12, 19, 23, 9 | |
| Reflect and comment on difficulties in intercultural communication | 12, 19, 20, 9 | |
| Develop intercultural competence through weekly tutoring/teaching | 12, 16, 9 | H |
| Conduct microteaching demonstrations of original activities during class time | 9 | D, E, H |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 23: Concept Map Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | D: Oral Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to APPROACHES TO TEACHING AND LEARNING ENGLISH | Intro |
| 2 | History of early developments in language teaching | Brown Chapter 2 A "Methodological" History of Language Teaching |
| 3 | The Grammar-Translation Method | Brown Chapter 2 A "Methodological" History of Language Teaching p.18 INSTRUCTIONAL VIDEOS |
| 4 | The Reform Movement and the Direct Method | Brown Chapter 2 A "Methodological" History of Language Teaching p.21 INSTRUCTIONAL VIDEOS |
| 5 | The nature of approaches and methods in language teaching | Brown Chapter 2 A "Methodological" History of Language Teaching p.14 INSTRUCTIONAL VIDEOS |
| 6 | The Oral Approach and Situational Language Teaching | Brown Chapter 2 A "Methodological" History of Language Teaching p,22 INSTRUCTIONAL VIDEOS |
| 7 | The Audiolingual Method | Brown Chapter 2 A "Methodological" History of Language Teaching p.22 INSTRUCTIONAL VIDEOS |
| 8 | Revision of Behavioristic Methods | Brown Chapter 2 A "Methodological" History of Language Teaching p.24 INSTRUCTIONAL VIDEOS |
| 9 | The Silent way Method | Brown Chapter 2 A "Methodological" History of Language Teaching p.28 INSTRUCTIONAL VIDEOS |
| 10 | Suggestopedia | Brown Chapter 2 A "Methodological" History of Language Teaching p.27 INSTRUCTIONAL VIDEOS |
| 11 | Community Language Learning | Brown Chapter 2 A "Methodological" History of Language Teaching p.25 INSTRUCTIONAL VIDEOS |
| 12 | Total Physical Response | Brown Chapter 2 A "Methodological" History of Language Teaching p.29 INSTRUCTIONAL VIDEOS |
| 13 | Communicative Language Teaching | Brown Chapter 3 p.42 INSTRUCTIONAL VIDEOS |
| 14 | Content-based Instruction and Task-based Language Teaching | Brown Chapter 3 p.49 INSTRUCTIONAL VIDEOS |
| Resources |
| Brown, Douglas (2001). Teaching by principles: An interactive approach to language pedagogy (2nd Edition). New York, Pearson. Larsen-Freeman, D., & Anderson, M. (2015). Techniques and Principles in Language Teaching (3rd edition). Oxford University press. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd edition). Cambridge University Press. |
| Several texts are also recommended/optional and will be discussed in class. Larsen-Freeman, D. & M. Anderson. (2011). Techniques & Principles in Language Teaching. 3rd Edition. Oxford University Press. ISBN: 978 0 19442 360 1 Fillmore, L. W., Snow, C. E., & Educational Resources Information Center (U.S.). (2000). What teachers need to know about language. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center. [This book is available online] Prabhu, N.S. (1990). There Is No Best Method – Why? TESOL Quarterly, Vol. 24, No. 2 pp. 161 – 176. |
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 | |