Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| STRUCTURE of ENGLISH | ELT1214945 | 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 | Required |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assoc.Prof. Aynur KESEN MUTLU |
| Assistant(s) | |
| Aim | The main aim of the course is to enable students to master the structures of English, to know and make sense of their differences, to use these structures correctly in 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 . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students at the end of the course will be able to recognize the structures of the sentences | 16 | C |
| identify English language patterns | 16 | C |
| know the sound patterns / structures of spoken English | 16 | C |
| Kelime ve cümle yapılarını öğrenir. | 16 | C |
| learn semantic properties of sentences | 16 | C |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | C: Multiple-Choice Exam |
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 |
| 1. Aronoff, M., & Rees-Miller, J. (Eds.). (2020). The handbook of linguistics. John Wiley and Sons. 2. Stockwell, P. & Trask, R.L. (2007). Language and Linguistics: The Key Concepts. Routledge. 3. Yule, G. (2020). The Study of Language (7th 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 | 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 | |||
| Guided Problem Solving | 4 | 4 | 16 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 5 | 20 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 3 | 6 | |||
| Quiz | 4 | 2 | 8 | |||
| Midterm Exam | 1 | 12 | 12 | |||
| General Exam | 1 | 16 | 16 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 106 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(106/30) | 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 |
|---|---|---|---|---|---|
| STRUCTURE of ENGLISH | ELT1214945 | 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 | Required |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assoc.Prof. Aynur KESEN MUTLU |
| Assistant(s) | |
| Aim | The main aim of the course is to enable students to master the structures of English, to know and make sense of their differences, to use these structures correctly in 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 . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students at the end of the course will be able to recognize the structures of the sentences | 16 | C |
| identify English language patterns | 16 | C |
| know the sound patterns / structures of spoken English | 16 | C |
| Kelime ve cümle yapılarını öğrenir. | 16 | C |
| learn semantic properties of sentences | 16 | C |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | C: Multiple-Choice Exam |
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 |
| 1. Aronoff, M., & Rees-Miller, J. (Eds.). (2020). The handbook of linguistics. John Wiley and Sons. 2. Stockwell, P. & Trask, R.L. (2007). Language and Linguistics: The Key Concepts. Routledge. 3. Yule, G. (2020). The Study of Language (7th 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 | 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 | |