Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| STRUCTURE of ENGLISH | - | Spring Semester | 2+0 | 2 | 2 |
| 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. Mehdi SOLHİ |
| Name of Lecturer(s) | Assoc.Prof. Mehdi SOLHİ |
| Assistant(s) | |
| Aim | The main aim of the course is to enable students to master the grammatical structures of English, to know and make sense of their differences, to use these structures correctly in verbal, written communication, and to reach the level to teach them in this way. |
| Course Content | This course contains; Introduction,The origins of language,Human language ,The sounds of language: Place of articulation ,Manner of articulation,The sound patterns of language: Phonology,Word formation,Word formation,Morphology,Morphology,Grammar: Traditional grammar, prescriptive grammar, and descriptive grammar,Syntax,Syntax Phrase structure rules Lexical rules Movement rules,Revision: A Kahoot Game . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students at the end of the course will be able to recognize - the structures of the sentences -English language patterns -The sound patterns / structures of spoken English -word structures - sentence structures -semantic properties of sentences, and will be able to apply the structural information in teaching English. - | 16, 6, 9 | A, E |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | Preparing a PowerPoint presentation on the purpose of the course and the contents |
| 2 | The origins of language | Yule (2015), p. 2-9 Preparing a PowerPoint presentation |
| 3 | Human language | Yule (2015), p. 12-20 Preparing a PowerPoint presentation |
| 4 | The sounds of language: Place of articulation | Yule (2015), p. 27-29 Preparing a PowerPoint presentation |
| 5 | Manner of articulation | Yule (2015), p. 29-34 Preparing a PowerPoint presentation |
| 6 | The sound patterns of language: Phonology | Yule (2015), p. 40-46 Preparing a PowerPoint presentation |
| 7 | Word formation | Yule (2015), p. 51-56 Preparing a PowerPoint presentation |
| 8 | Word formation | Yule (2015), p. 56-59 Preparing a PowerPoint presentation |
| 9 | Morphology | Yule (2015), p. 66-68 Preparing a PowerPoint presentation |
| 10 | Morphology | Yule (2015), p. 68-76 Preparing a PowerPoint presentation |
| 11 | Grammar: Traditional grammar, prescriptive grammar, and descriptive grammar | Yule (2015), p. 80-89 Preparing a PowerPoint presentation |
| 12 | Syntax | Yule (2015), p. 95-98 Preparing a PowerPoint presentation |
| 13 | Syntax Phrase structure rules Lexical rules Movement rules | Yule (2015), p. 98-104 Preparing a PowerPoint presentation |
| 14 | Revision: A Kahoot Game | Preparing a Kahoot game |
| Resources |
| Yule, G. (2014). The Study of Language (5th Edition). 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. | ||||||
| 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. | ||||||
| 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 | 1 | 2 | 2 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 4 | 8 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 4 | 4 | |||
| Quiz | 2 | 2 | 4 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 60 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(60/30) | 2 | |||||
| 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 |
|---|---|---|---|---|---|
| STRUCTURE of ENGLISH | - | Spring Semester | 2+0 | 2 | 2 |
| 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. Mehdi SOLHİ |
| Name of Lecturer(s) | Assoc.Prof. Mehdi SOLHİ |
| Assistant(s) | |
| Aim | The main aim of the course is to enable students to master the grammatical structures of English, to know and make sense of their differences, to use these structures correctly in verbal, written communication, and to reach the level to teach them in this way. |
| Course Content | This course contains; Introduction,The origins of language,Human language ,The sounds of language: Place of articulation ,Manner of articulation,The sound patterns of language: Phonology,Word formation,Word formation,Morphology,Morphology,Grammar: Traditional grammar, prescriptive grammar, and descriptive grammar,Syntax,Syntax Phrase structure rules Lexical rules Movement rules,Revision: A Kahoot Game . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students at the end of the course will be able to recognize - the structures of the sentences -English language patterns -The sound patterns / structures of spoken English -word structures - sentence structures -semantic properties of sentences, and will be able to apply the structural information in teaching English. - | 16, 6, 9 | A, E |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | Preparing a PowerPoint presentation on the purpose of the course and the contents |
| 2 | The origins of language | Yule (2015), p. 2-9 Preparing a PowerPoint presentation |
| 3 | Human language | Yule (2015), p. 12-20 Preparing a PowerPoint presentation |
| 4 | The sounds of language: Place of articulation | Yule (2015), p. 27-29 Preparing a PowerPoint presentation |
| 5 | Manner of articulation | Yule (2015), p. 29-34 Preparing a PowerPoint presentation |
| 6 | The sound patterns of language: Phonology | Yule (2015), p. 40-46 Preparing a PowerPoint presentation |
| 7 | Word formation | Yule (2015), p. 51-56 Preparing a PowerPoint presentation |
| 8 | Word formation | Yule (2015), p. 56-59 Preparing a PowerPoint presentation |
| 9 | Morphology | Yule (2015), p. 66-68 Preparing a PowerPoint presentation |
| 10 | Morphology | Yule (2015), p. 68-76 Preparing a PowerPoint presentation |
| 11 | Grammar: Traditional grammar, prescriptive grammar, and descriptive grammar | Yule (2015), p. 80-89 Preparing a PowerPoint presentation |
| 12 | Syntax | Yule (2015), p. 95-98 Preparing a PowerPoint presentation |
| 13 | Syntax Phrase structure rules Lexical rules Movement rules | Yule (2015), p. 98-104 Preparing a PowerPoint presentation |
| 14 | Revision: A Kahoot Game | Preparing a Kahoot game |
| Resources |
| Yule, G. (2014). The Study of Language (5th Edition). 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. | ||||||
| 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. | ||||||
| 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 | |