COURSE NAME: 1101406 APPROACHES to ELT II

2017-2018 SPRING

TEACHING STAFF: INSTR.SABAH EZELSOY

COMPULSORY 3 CREDITS

COURSE DESCRIPTION: Examining approaches and methods like Content-Based, Task-Based, Participatory, Learning Strategy Training, Cooperative Learning, Multiple İntelligences and techniques in English language teaching; presentation of examples.

COURSE OBJECTIVES: This course aims at researching principle approaches and methods in foreign/second language teaching. The main goal of the course is to analyze the theoretical foundations of different language teaching methods and to scrutinize some of the techniques utilized in their implementations.

LEARNING OUTCOMES: Being aware of the approaches, methods and techniques and their differences, the students will be able to analyze and evaluate their importance.

COURSE OUTLINE:

WEEK / SCHEDULE
1 / Introductıon
2 / Content-based Instruction L.F. p.137
3 / Task-based Instruction L.F. p.144
4 / Participatory Approach L.F. p.150
5 / Learning Strategy Training L.F. p.159
6 / Cooperative Learning L.F. p.164
7 / Micro Teaching
8 / MIDTERM
9 / Micro Teaching
10 / Multiple Intelligences L.F. p.169
11 / Digital Technologies and the Foreign Language Classroom S.Ç. p.397
12 / Principled Eclecticism and the Holistic Approach to Language Teaching and Learning S.Ç. p.245
13 / Micro Teaching
14 / Micro Teaching
15 / FINAL

ASSESSMENT: 40 % Midterm 60% Final (Micro Teaching 20% of the Final)

COURSEBOOK AND REFERENCES:

LARSEN-FREEMAN,D.2000. Techniques and Principles in Language Teaching.Oxford University Press

Ed.SERVET ÇELİK. 2014 Approaches and Principles in English as a Foreign Language. Eğiten Kitap.

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2016-2017 SPRING

COURSE CODE & NAME: 1101210 LEXICAL COMPETENCE

TEACHING STAFF: INSTR. SABAH EZELSOY

COMPULSORY 3 CREDITS

COURSE DESCRIPTION: This course provides students the opportunity to understand the function and importance of words in languages. It exposes them to different groupings of words. It also guides students to raise their understanding of the relation between lexical items and structural forms as well as expanding their vocabulary knowledge by focusing on the components of word formation including prefixes and suffixes.

COURSE OBJECTIVES: This course aims at helping students understand how words work as well as increase their vocabulary knowledge. It also aims to help develop their basic writing skills by the emphasis given to idioms, collocations, slang, euphemisms, neologisms,proverbs and phrasal verbs in order to better explore, review, play with and enhance their spoken expression as well.

COURSE OUTLINE:

WEEK / SCHEDULE / REFERENCE
1 / Introductıon / GW 6-7
2 / Word formation / MC&FO 8-19
3 / Idioms / MC&FO 74-79
4 / Idioms / MC&FO 80-83
5 / Proverbs / MC&FO 84
6 / Phrasal verbs / MC&FO 85-91
7 / Varieties of English (slang, words&gender,discourse markers, etc.) / MC&FO 92-100
8 / MIDTERM
9 / Varities of English (Headline English, US English, abbreviations, etc.) / MC&FO 92-100
10 / Classroom Application / GW25-53
11 / Classroom Application / GW 56-87
12 / Classroom Application / GW 91-119
13 / Classroom Application / GW 122-140
14 / Classroom Application / GW 146-185
15 / FINAL

ASSESSMENT: 40% Midterm 60% Final (Classroom Application 20% of the final)

COURSEBOOKS AND REFERENCES:

Michael McCarthy and Felicity O’Dell. English Vocabulary in Use.1995. Cambridge University Press.

Guy Wellman. Wordbuilder. 1998. Heinemann

Pauline Cullen. Vocabulary for IELTS. 2010. Cambridge University Press

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2017-2018 FALL

COURSE CODE &NAME: 1101012 PREP A WRITING SKILLS

TEACHING STAFF: SABAH EZELSOY

COMPULSORY 5 CREDITS

COURSE DESCRIPTION: This course provides students the opportunity to practise the writing skills at three levels: word-level, sentence-level, and paragraph-level. It exposes them to improve creativity in writing skills by making use of grammar and vocabulary. It also guides students to have the ability to write various paragraphs in description, narration, comparison-contrast, and cause- effect types.

COURSE OBJECTIVES: This course aims at helping students improve their writing skills in process by making use of their prior knowledge they get from the texts they have read so far.

LEARNING OUTCOMES: After the completion of this course, the students will be able to;

- put the words in correct order to make up simple, compound, complex, and compound-complex sentences

- organize ideas to make up paragraphs (descriptive, narrative, cause- effect, comparison-contrast)

- summarize and paraphrase the texts they have read

COURSE OUTLINE:

WEEK / SCHEDULE
1 / INTRODUCTION
2 / WORD LEVEL- Parts of speech
3 / WORD LEVEL- Parts of speech
4 / SENTENCE LEVEL (Simple sentence)
5 / MIDTERM
6 / SENTENCE LEVEL (Compound sentence)
7 / SENTENCE LEVEL (Compound sentence)
8 / SENTENCE LEVEL (Complex sentence)
9 / SENTENCE LEVEL(Complex sentence)
10 / MIDTERM
11 / SENTENCE LEVEL(Compound- complex sentence)
12 / SENTENCE LEVEL(Compound- complex sentence)
13 / INTRODUCTION TO PARAGRAPH WRITING
14 / TOPIC SENTENCE
15 / SUPPORTING IDEAS
16 / MIDTERM

ASSESSMENT: 40% Midterm

60% Final

COURSEBOOK AND REFERENCES

Erkaya, O.R.E.and Duignan, M.A.M. (collaborator). 2014 . Smoothing Your Way for Academic Writing. Nobel.

2017-2018 FALL

COURSE NAME: 2-A/B APPROACHES TO ELT

TEACHING STAFF: SABAH EZELSOY

COMPULSORY 3 CREDITS

CORSE DESCRIPTION: Basic issues and processes in ELT course design; definition of the termsapproach, method and technique and the difference among them; the historical background to foreign language teaching; an overview of important methods and approaches in ELT: Grammar Translation Method, Direct Method, Audiolingual Method, Silent Way, Community Language Learning, Suggestopedia, Communicative Approach, the Natural Approach.

COURSE OBJECTIVES: This course aims at researching approaches and methods in foreign/second language teaching. The main goal of the course is to analyze the theoretical foundations of different language teaching methods and to scrutinize some of the techniques utilized in their implementations.

LEARNING OUTCOMES: Being aware of the approaches, methods and techniques in foreign/second language teaching history and the differences among them, the students will be able to analyze and evaluate their importance.

CORSE OUTLINE:

WEEK / SCHEDULE
1 / Introduction
2 / What is method, approach and technique?
3 / Historical Background to ELT
4 / The Grammar Translation Method
5 / The Direct Method
6 / The Audiolingual Method (Drill, exercise)
7 / Contrasting Methods (Similarities and Differences)
8 / MIDTERM
9 / Community Language Learning + Suggestopedia
10 / Silent Way + Total Physical Response
11 / The Natural Approach + Communicative Approach (Activity, task)
12 / Notional-Functional Syllabus + Comm. Language Teaching (Syllabus Types)
13 / Cognitive, Affective , Linguistic Principles
14 / Age Level + Proficiency Level
15 / Consolidation

ASSESSMENT: 40% Midterm

60% Final

COURSEBOOK AND REFERENCES:

BROWN, D. 2010. Teaching by Principles. An Interactive Approach to Language Pedagogy. Longman.

ÇELİK, S. 2014. (Ed.) Approaches and Principles in English as a Foreign Language Education. Eğiten Kitap.

CELCE-MURCIA, M. 2007.(Ed.) Teaching English as a Second or Foreign Language. Heinle & Heinle.

2017-2018 FALL

COURSE NAME: 3-A/B TEACHINGENGLISH TO YOUNG LEARNERS

COURSE COORDINATOR: SABAH EZELSOY

COMPULSORY 3 CREDITS (2+2=4 hrs)

COURSE DESCRIPTION: This course covers approaches to teaching English to young learners; materials evaluation and adaptation and evaluation and assessment of young learners.

COURSE OBJECTIVES: This course will enable participants to gain a full understanding of how young learners learn foreign languages; teaching listening, teaching speaking, teaching reading, teaching writing, teaching vocabulary, teaching grammar; learning styles and strategies; classroom management; topic-based lesson planning; effective use of child literature within a chosen syllabus(e.g. : story-based, content-based, theme-based, task-based).

LEARNING OUTCOMES: Being aware of the special skills required to properly instruct children and develop strategies for responding to different learner needs.

COURSE OUTLINE:

WEEK / SCHEDULE
1 / INTRODUCTION
2 / Learning Theories (Piaget, Vygotsky, Bruner) G.A. 1-12
3 / Scaffolding and the Role of the Teacher G.A. 13-20
4 / Theme-Based Teaching G.A. 63-74
5 / Classroom Management G.A. 75-96
6 / Children as Language Learners J.M. Chapter 1
7 / Pupils’ Attitudes to Learning English J.M. Chapter 2
8 / MIDTERM
9 / Drama; Games (Presentation) G.A. 239-278
10 / Music and Puppets (Presentation) G.A. 279-294
11 / Literature and Culture (Presentation) G.A. 295-328
12 / On the Web (Presentation) G.A. 329-344
13 / Children Come in All Types J.M. Chapter 3
14 / Effective Teacher-Pupil Interaction J.M. Chapter 5
15 / Supporting Children’s Language Learning J.M. Chapter 6
16 / FINAL

ASSESSMENT: 40% MIDTERM

60% FINAL

COURSEBOOK AND REFERENCES:

GÜRSOY, E. and ARIKAN, A.(Ed.) 2015. TEACHING ENGLISH TO YOUNG LEARNERS: An Activity-Based

Guide for Prospective Teachers. Eğiten Kitap.

MOON, J. 2000. CHILDREN LEARNING ENGLISH. MacMillan & Heinemann.

2017-2018 FALL

COURSE NAME: 4-A/B Materials Evaluation and Development in ELT

COURSE COORDINATOR. SABAH EZELSOY

COMPULSORY 3 CREDITS

COURSE DESCRIPTION: This course focuses on the theories and principles of ELT materials design(e.g.: selecting, adapting, developing and evaluating materials) and the basic arguments for and against the use of coursebooks in the classroom; adapting and developing materials for language teaching; designing teaching materials and supplementing materials parallel to the methodology, to the level and needs of the students; evaluation of textbooks used in EFL classroom settings.

COURSE OBJECTIVES: Participants will have knowledge about the theories of language learning and teaching which are potentially applicable to materials development.

LEARNING OUTCOMES: At the end of the course students will be able to

i)explain coursebook selecyion process

ii)comprehend the materials evaluation process

iii)evaluate language teaching materials

iv)comprehend language teaching materials adaptation process

v)adapt language teaching materials

COURSE OUTLINE:

WEEK / SCHEDULE
1 / INTRODUCTION
2 / What are ELT materials?
3 / Using video (presentation)
4
5
6
7
8 / MIDTERM
9
10
11
12
13
14
15
16 / FINAL

2017-2018 SPRING

COURSE NAME: 1101701/1121701 TESTING IN ELT

COURSE COORDINATOR: INSTR. SABAH EZELSOY

COMPULSORY 3 CREDITS

AIM OF THE COURSE:

The aim of this course is to provide students with the knowledge and skills necessary to understand assessment issues. The course emphasizes the relationship between research and practice. It also provides a theoretical and practical basis for choosing and using a wide range of test and measurement data available to applied researchers.
COURSE CONTENT:
Basic concepts, issues, and methods of language tests and evaluation are introduced. Types of tests and issues such as validity and reliability are discussed. Students are provided with opportunities to evaluate existing test and construct new ones in all skills, receptive and productive. Particular attention is given to the assessment of young language learners.

COURSE OUTLINE

WEEK / SCHEDULE
1 / Introduction
2 / Testing and Teaching & Why Test?
3 / Testing Language Skills and Elements Recognition and Production
4 / Approaches to Language Testing
5 / Objective Testing & Writing the Test
6 / Evaluating Teacher-made Tests (used at MEB schools)
7 / Criteria and types of tests
8 / MIDTERM
9 / Validity & Reliability
10 / Types of Test Items
11 / General Testing Terminology
12 / Constructing the test
13 / Criticizing Teacher-made tests (used at MEB schools)
14 / Consolidation
15 / FINAL

ASSESSMENT:40% Midterm 60%Final

COURSEBOOK AND REFERENCES

Heaton,J.B.(2003).Writing English Language Tests. Longman. London-New York.

Valette,R.M.(1988). Modern Language Testing. Harcourt Brace Jovanovich Pub. SanDiego-Toronto

Oller Jnr.,J.W.(1992). Language Tests at School. Longman. London-New York.

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2017-2018 SPRING

COURSE NAME: 3-A/B TEACHING ENGLISH TO YOUNG LEARNERS

COURSE COORDINATOR: SABAH EZELSOY

COMPULSORY 3 CREDITS (2+2=4 hrs)

COURSE DESCRIPTION: This course covers approaches to teaching English to young learners; materials evaluation and adaptation and evaluation and assessment of young learners.

LEARNING OUTCOMES: Being aware of the special skills required to properly instruct children and develop strategies for responding to different learner needs.

COURSE OUTLINE:

WEEK / SCHEDULE
1 / INTRODUCTION
2 / Chapter 2 Do you like Learning English? J.M. p.15
3 / Pupils’ Attitudes to Learning English J.M. p.20
4 / Chapter 3 Are they the same? J.M. p.26
5 / Children Come in all Types J.M. p.33
6 / Chapter 4 We’ve found our Partners, Miss J.M. p.41
7 / Managing Peolple’s Language Learning J.M. p.50
8 / MIDTERM
9 / Chapter 5 Who has some good news for today? J.M. p.60
10 / Chapter 6 Do you need a hand? J.M. p.75
11 / Chapter 7 Can we do ‘Poker face’ again, Miss? J.M. p.86
12 / Creating, adapting and evaluating activities for language learning
13 / Drama (Presentations)
14 / Drama (Presentations)
15 / Drama (Presentations)
16 / FINAL

ASSESSMENT: 40% MIDTERM

60% FINAL ( Presentations)

COURSEBOOK AND REFERENCES:

GÜRSOY, E. and ARIKAN, A.(Ed.) 2015. TEACHING ENGLISH TO YOUNG LEARNERS: An Activity-Based

Guide for Prospective Teachers. Eğiten Kitap.

MOON, J. 2000. CHILDREN LEARNING ENGLISH. MacMillan & Heinemann.

WRIGHT, A., D.BETTERIDGE AND M.BUCKBY. 1989.Games for Language Learning.Cambridge Univ.Press

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