Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| VOCABULARY TEACHING in ENGLISH | ELT2211711 | 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 | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assist.Prof. Özge KÖKSAL |
| Assistant(s) | |
| Aim | The aim of the course is to help students understand the importance of vocabulary teaching and to equip them with effective methods for developing their listening, speaking, reading, and writing skills. Within the scope of this course, teachers learn the difference between receptive and productive vocabulary knowledge. They also learn to apply strategies such as explicit and implicit teaching techniques, teaching words in context, using visuals and activities, creating word maps, and reinforcing through repetition. In addition, they gain the ability to prepare age- and level-appropriate lesson plans, adapt teaching to different student needs, and use methods for assessing vocabulary learning. |
| Course Content | This course contains; Introduction to the Course,What‘s in a word?,How are words learned?,How to present vocabulary?,How to put words to work,Teaching word parts and word chunks,How to train good vocabulary learners,How to test vocabulary,How to test vocabulary II,Presentations I,Presentations II,Presentations III,Presentations IV,Revision. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students will be able to classify their knowledge in how to determine the relationship between lexical items and structural forms. | 10, 16, 9 | C, H |
| Students will be able to identify test types to assess vocabulary knowledge in English. | 10, 16, 9 | C, H |
| Students will be able to effectively use and teach vocabulary in the classroom. | 10, 16, 9 | C, H |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Course | Syllabus and course introduction |
| 2 | What‘s in a word? | S. Thornbury CPT 1 |
| 3 | How are words learned? | S. Thornbury CPT 2 |
| 4 | How to present vocabulary? | S. Thornbury CPT 5 |
| 5 | How to put words to work | S. Thornbury CPT 6 |
| 6 | Teaching word parts and word chunks | S. Thornbury CPT 7 |
| 7 | How to train good vocabulary learners | S. Thornbury CPT 9 |
| 8 | How to test vocabulary | S. Thornbury CPT 8 |
| 9 | How to test vocabulary II | Supplementary documents |
| 10 | Presentations I | Supplementary documents |
| 11 | Presentations II | Supplementary documents |
| 12 | Presentations III | Supplementary documents |
| 13 | Presentations IV | Supplementary documents |
| 14 | Revision | Study of Weeks 1-14 PPT presentations |
| Resources |
| -S. Thornbury ( How to teach vocabulary,2007) How to test vocabulary -Ariffin, A. (2021). Effects of Student Collaboration on ESL Learners' Vocabulary Development. Asian Journal of University Education, 17(1), 177-191. -Calvo-Ferrer, J. R., & Belda-Medina, J. (2021). The effect of multiplayer video games on incidental and intentional L2 vocabulary learning: The case of Among Us. Multimodal Technologies and Interaction, 5(12), 80. -Skoufaki, S., & Petrić, B. (2021). Academic vocabulary in an EAP course: Opportunities for incidental learning from printed teaching materials developed in-house. English for Specific Purposes, 63, 71-85. |
| Ariffin, A. (2021). Effects of Student Collaboration on ESL Learners' Vocabulary Development. Asian Journal of University Education, 17(1), 177-191. *Calvo-Ferrer, J. R., & Belda-Medina, J. (2021). The effect of multiplayer video games on incidental and intentional L2 vocabulary learning: The case of Among Us. Multimodal Technologies and Interaction, 5(12), 80. *Skoufaki, S., & Petrić, B. (2021). Academic vocabulary in an EAP course: Opportunities for incidental learning from printed teaching materials developed in-house. English for Specific Purposes, 63, 71-85. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
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 | ELT2211711 | 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 | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assist.Prof. Özge KÖKSAL |
| Assistant(s) | |
| Aim | The aim of the course is to help students understand the importance of vocabulary teaching and to equip them with effective methods for developing their listening, speaking, reading, and writing skills. Within the scope of this course, teachers learn the difference between receptive and productive vocabulary knowledge. They also learn to apply strategies such as explicit and implicit teaching techniques, teaching words in context, using visuals and activities, creating word maps, and reinforcing through repetition. In addition, they gain the ability to prepare age- and level-appropriate lesson plans, adapt teaching to different student needs, and use methods for assessing vocabulary learning. |
| Course Content | This course contains; Introduction to the Course,What‘s in a word?,How are words learned?,How to present vocabulary?,How to put words to work,Teaching word parts and word chunks,How to train good vocabulary learners,How to test vocabulary,How to test vocabulary II,Presentations I,Presentations II,Presentations III,Presentations IV,Revision. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students will be able to classify their knowledge in how to determine the relationship between lexical items and structural forms. | 10, 16, 9 | C, H |
| Students will be able to identify test types to assess vocabulary knowledge in English. | 10, 16, 9 | C, H |
| Students will be able to effectively use and teach vocabulary in the classroom. | 10, 16, 9 | C, H |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Course | Syllabus and course introduction |
| 2 | What‘s in a word? | S. Thornbury CPT 1 |
| 3 | How are words learned? | S. Thornbury CPT 2 |
| 4 | How to present vocabulary? | S. Thornbury CPT 5 |
| 5 | How to put words to work | S. Thornbury CPT 6 |
| 6 | Teaching word parts and word chunks | S. Thornbury CPT 7 |
| 7 | How to train good vocabulary learners | S. Thornbury CPT 9 |
| 8 | How to test vocabulary | S. Thornbury CPT 8 |
| 9 | How to test vocabulary II | Supplementary documents |
| 10 | Presentations I | Supplementary documents |
| 11 | Presentations II | Supplementary documents |
| 12 | Presentations III | Supplementary documents |
| 13 | Presentations IV | Supplementary documents |
| 14 | Revision | Study of Weeks 1-14 PPT presentations |
| Resources |
| -S. Thornbury ( How to teach vocabulary,2007) How to test vocabulary -Ariffin, A. (2021). Effects of Student Collaboration on ESL Learners' Vocabulary Development. Asian Journal of University Education, 17(1), 177-191. -Calvo-Ferrer, J. R., & Belda-Medina, J. (2021). The effect of multiplayer video games on incidental and intentional L2 vocabulary learning: The case of Among Us. Multimodal Technologies and Interaction, 5(12), 80. -Skoufaki, S., & Petrić, B. (2021). Academic vocabulary in an EAP course: Opportunities for incidental learning from printed teaching materials developed in-house. English for Specific Purposes, 63, 71-85. |
| Ariffin, A. (2021). Effects of Student Collaboration on ESL Learners' Vocabulary Development. Asian Journal of University Education, 17(1), 177-191. *Calvo-Ferrer, J. R., & Belda-Medina, J. (2021). The effect of multiplayer video games on incidental and intentional L2 vocabulary learning: The case of Among Us. Multimodal Technologies and Interaction, 5(12), 80. *Skoufaki, S., & Petrić, B. (2021). Academic vocabulary in an EAP course: Opportunities for incidental learning from printed teaching materials developed in-house. English for Specific Purposes, 63, 71-85. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |