Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| LANGUAGE and LITERATURE TEACHING I | ELT3116401 | Fall 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 | This course aims to provide prospective teachers with theorethical knowledge on the analysis of all literary genres. Furthermore, the course presents information on how literary texts could be utilized in teaching English as a foreign language on the basis of both theorethical knowledge and in-class activities. |
| Course Content | This course contains; The development of Language Awareness and Language Skills in Education,Language and Literature Language-based approaches,The Stylistic Approach ,The Use of Literature in Language Teaching,The Use of Short Stories in Language Teaching,Group Presentations on The Use of Short Stories in language Teaching,The Use of Novels in Language Teaching ,Group Presentations on The Use of Novels in Language Teaching ,The Use of Poetry in Language Teaching ,Group Presentations on The Use of Poetry in Language Teaching ,The Use of Drama Techniques in the English Language Classroom ,The Use of Drama Techniques in the English Language Classroom,Designing Lesson Plans on The Use of Literature in Language Teaching ,Designing Lesson Plans on The Use of Literature in Language Teaching . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| At the end of this course, students will analyze the socio-cultural structure of the target language. | 10, 14, 9 | A, E |
| Students will identify the characteristics of literary genres and analyze the context in terms of plot, characters, themes, time, and setting. | 10, 14, 9 | A, E |
| Students will compare their own culture with the target culture using literary texts. | 10, 14, 9 | A, E |
| Students will develop classroom activities based on literary works. | 10, 14, 9 | A, E |
| Design lesson plans for teaching grammar, vocabulary, language skills, and cultural elements with the support of literary activities. | 10, 14, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The development of Language Awareness and Language Skills in Education | Reading related resources. Lazar (1993). Using literature in the classroom: The issues. p.1-21. |
| 2 | Language and Literature Language-based approaches | Reading related resources. Lazar (1993). Approaches to using literature with the language learner. p. 22-30. |
| 3 | The Stylistic Approach | Reading related resources. Lazar (1993). Approaches to using literature with the language learner. p. 31-47. |
| 4 | The Use of Literature in Language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). The Use of Literature in Language Teaching. p.1-14. |
| 5 | The Use of Short Stories in Language Teaching | Reading related resources. Lazar (1993). Planinng a lesson for use with a short story. p.77-88. |
| 6 | Group Presentations on The Use of Short Stories in language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). The Use of Short Stories for Language Teaching Purposes. p.15-34 |
| 7 | The Use of Novels in Language Teaching | Reading related resources. Lazar (1993). Using novels in the language classroom. p.89-93. |
| 8 | Group Presentations on The Use of Novels in Language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). The Use of Novels in the Language Classroom. p.35-50. |
| 9 | The Use of Poetry in Language Teaching | Reading related resources. Lazar (1993). Materials design and lesson planning: Poetry. p.94-132. |
| 10 | Group Presentations on The Use of Poetry in Language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). Poetry and Language Teaching. p.67-78. |
| 11 | The Use of Drama Techniques in the English Language Classroom | Reading related resources. Lazar (1993). Materials design and lesson planning: Plays. p.133-166. |
| 12 | The Use of Drama Techniques in the English Language Classroom | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). Using Plays and Drama Techniques in the English Language Classroom. p.51-66. |
| 13 | Designing Lesson Plans on The Use of Literature in Language Teaching | Reading related resources. Lazar (1993). Selecting and evaluating materials. p.48-61. |
| 14 | Designing Lesson Plans on The Use of Literature in Language Teaching | Reading related resources. Lazar (1993). Reflecting on the literature lesson. p.167-178. |
| Resources |
| Literature and language teaching: A course book. (2013). Editors Banu İnan & Doğan Yüksel. Ankara: Pegem Akademi. Literature and Language Teaching: A Guide for Teachers and Trainers. (1993). Gillian Lazar. Cambridge University Press. Bloemert, J., Paran, A., Jansen, E., & van de Grift, W. (2017). Students’ perspective on the benefits of EFL literature education. The Language Learning Journal, 47(3), 371–384. https://doi.org/10.1080/09571736.2017.1298149 Tsang, A., Paran, A., & Lau, W. W. F. (2023). The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views. Language Teaching Research, 27(5), 1120-1141. https://doi.org/10.1177/1362168820972345 |
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. | 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 | 2 | 14 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 6 | 9 | 54 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 6 | 12 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 14 | 14 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 116 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(116/30) | 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 |
|---|---|---|---|---|---|
| LANGUAGE and LITERATURE TEACHING I | ELT3116401 | Fall 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 | This course aims to provide prospective teachers with theorethical knowledge on the analysis of all literary genres. Furthermore, the course presents information on how literary texts could be utilized in teaching English as a foreign language on the basis of both theorethical knowledge and in-class activities. |
| Course Content | This course contains; The development of Language Awareness and Language Skills in Education,Language and Literature Language-based approaches,The Stylistic Approach ,The Use of Literature in Language Teaching,The Use of Short Stories in Language Teaching,Group Presentations on The Use of Short Stories in language Teaching,The Use of Novels in Language Teaching ,Group Presentations on The Use of Novels in Language Teaching ,The Use of Poetry in Language Teaching ,Group Presentations on The Use of Poetry in Language Teaching ,The Use of Drama Techniques in the English Language Classroom ,The Use of Drama Techniques in the English Language Classroom,Designing Lesson Plans on The Use of Literature in Language Teaching ,Designing Lesson Plans on The Use of Literature in Language Teaching . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| At the end of this course, students will analyze the socio-cultural structure of the target language. | 10, 14, 9 | A, E |
| Students will identify the characteristics of literary genres and analyze the context in terms of plot, characters, themes, time, and setting. | 10, 14, 9 | A, E |
| Students will compare their own culture with the target culture using literary texts. | 10, 14, 9 | A, E |
| Students will develop classroom activities based on literary works. | 10, 14, 9 | A, E |
| Design lesson plans for teaching grammar, vocabulary, language skills, and cultural elements with the support of literary activities. | 10, 14, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The development of Language Awareness and Language Skills in Education | Reading related resources. Lazar (1993). Using literature in the classroom: The issues. p.1-21. |
| 2 | Language and Literature Language-based approaches | Reading related resources. Lazar (1993). Approaches to using literature with the language learner. p. 22-30. |
| 3 | The Stylistic Approach | Reading related resources. Lazar (1993). Approaches to using literature with the language learner. p. 31-47. |
| 4 | The Use of Literature in Language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). The Use of Literature in Language Teaching. p.1-14. |
| 5 | The Use of Short Stories in Language Teaching | Reading related resources. Lazar (1993). Planinng a lesson for use with a short story. p.77-88. |
| 6 | Group Presentations on The Use of Short Stories in language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). The Use of Short Stories for Language Teaching Purposes. p.15-34 |
| 7 | The Use of Novels in Language Teaching | Reading related resources. Lazar (1993). Using novels in the language classroom. p.89-93. |
| 8 | Group Presentations on The Use of Novels in Language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). The Use of Novels in the Language Classroom. p.35-50. |
| 9 | The Use of Poetry in Language Teaching | Reading related resources. Lazar (1993). Materials design and lesson planning: Poetry. p.94-132. |
| 10 | Group Presentations on The Use of Poetry in Language Teaching | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). Poetry and Language Teaching. p.67-78. |
| 11 | The Use of Drama Techniques in the English Language Classroom | Reading related resources. Lazar (1993). Materials design and lesson planning: Plays. p.133-166. |
| 12 | The Use of Drama Techniques in the English Language Classroom | Reading related resources. İnan-Karagül, Yüksel, Altay & İnan, (2013). Using Plays and Drama Techniques in the English Language Classroom. p.51-66. |
| 13 | Designing Lesson Plans on The Use of Literature in Language Teaching | Reading related resources. Lazar (1993). Selecting and evaluating materials. p.48-61. |
| 14 | Designing Lesson Plans on The Use of Literature in Language Teaching | Reading related resources. Lazar (1993). Reflecting on the literature lesson. p.167-178. |
| Resources |
| Literature and language teaching: A course book. (2013). Editors Banu İnan & Doğan Yüksel. Ankara: Pegem Akademi. Literature and Language Teaching: A Guide for Teachers and Trainers. (1993). Gillian Lazar. Cambridge University Press. Bloemert, J., Paran, A., Jansen, E., & van de Grift, W. (2017). Students’ perspective on the benefits of EFL literature education. The Language Learning Journal, 47(3), 371–384. https://doi.org/10.1080/09571736.2017.1298149 Tsang, A., Paran, A., & Lau, W. W. F. (2023). The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views. Language Teaching Research, 27(5), 1120-1141. https://doi.org/10.1177/1362168820972345 |
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. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |