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| Course Description |
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| Course Name |
: |
Didactic of 2. Foreign Language |
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| Course Code |
: |
YDA307 |
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| Course Type |
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Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
3 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
3 |
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| Name of Lecturer(s) |
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Assoc.Prof.Dr. ERGÜN SERİNDAĞ
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| Learning Outcomes of the Course |
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Understand the distinction between individual and societal multilingualism.
Understand the importance of knowing more than one foreign language in human and social life.
Understand the relationship between a new foreign language and mother tongue or a previously learned foreign language
Distinguish and apply areas that can be basic for teaching / learning a second foreign language.
Predict individual differences of learners who learn a second foreign language
Understand the need for pedagogical way of thinking and understanding.
Develop teaching / learning methods and strategies of a second foreign language
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
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The second foreign language, especially learning /teaching methods, strategies and techniques of German as foreign language after English, understanding as well as theoretical and empirical approaches in this area. |
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| Course Contents |
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The differences between learning of the first and second foreign language , theory and practice in this respect is the main subject of this course. |
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| Language of Instruction |
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Germany |
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| Work Place |
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Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Multilingualism and German as a second foreign language |
Serindağ, E.: S.7-27 |
Power point presentation, lecture, discussion, brain storming |
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2 |
Multilingualism and German as a second foreign language |
Serindağ, E.: S.7-27 |
Power point presentation, lecture, discussion, brain storming |
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3 |
Relevance of the English language in the constellation Turkish-German English |
Serindağ, E.: S.27-52 |
Power point presentation, lecture, discussion, brain storming |
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4 |
Relevance of the English language in the constellation Turkish-German English |
Serindağ, E.: S.27-52 |
Power point presentation, lecture, discussion, brain storming |
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5 |
Related scientific Basis of Tertiary Language Teaching |
Serindağ, E.: S.52-105;Hufeisen, B./ Lindemann, B.:S. 147-18 |
Power point presentation, lecture, discussion, brain storming |
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6 |
Related scientific Basis of Tertiary Language Teaching |
Serindağ, E.: S.52-105;Hufeisen, B./ Lindemann, B.:S. 147-18 |
Power point presentation, lecture, discussion, brain storming |
|
7 |
Related scientific Basis of Tertiary Language Teaching |
Serindağ, E.: S.52-105;Hufeisen, B./ Lindemann, B.:S. 147-18 |
Power point presentation, lecture, discussion, brain storming |
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8 |
Mid-term exam |
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Written exam |
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9 |
Didactics and methodology of German as a second foreign language |
Serindağ, E.: S.105-129;Hufeisen, B./ Lindemann, B.:S. 87-147 |
Power point presentation, lecture, discussion, brain storming |
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10 |
Didactics and methodology of German as a second foreign language |
Serindağ, E.: S.105-129;Hufeisen, B./ Lindemann, B.:S. 87-147 |
Power point presentation, lecture, discussion, brain storming |
|
11 |
Didactics and methodology of German as a second foreign language |
Serindağ, E.: S.105-129;Hufeisen, B./ Lindemann, B.:S. 87-147 |
Power point presentation, lecture, discussion, brain storming |
|
12 |
Practical exercises |
Serindağ, E.: S.129-155 |
Power point presentation, lecture, discussion, brain storming |
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13 |
Practical exercises |
Serindağ, E.: S.129-155 |
Power point presentation, lecture, discussion, brain storming |
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14 |
Practical exercises |
Serindağ, E.: S.129-155 |
Power point presentation, lecture, discussion, brain storming |
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15 |
Review |
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Power point presentation, lecture, discussion, brain storming |
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16/17 |
Final exam |
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Written exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Neuner, G./Hufeisen B. (2001): Mehrsprachigkeit und Tertiärsprachenlernen. Erprobungsfassung, Goethe Institut, München.
Hufeisen, B./ Lindemann, B. (Ed.) (1998): Tertiärsprachen. Theorien, Modelle, Methoden, Staffenburg,Tübingen.
Serindağ, E. (2003): Doktora Tezi, Ç.Ü. Sosyal Bilimler Enstitüsü, Adana
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| |
| Required Course Material(s) |
Several articles on the subject, and internet resources
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
40 |
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Homeworks/Projects/Others |
1 |
60 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
Understand and explain the German Language Training program and the teaching methods, techniques and strategies used in the teaching of this program. |
5 |
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2 |
Understand the developmental features of primary and secondary school students. |
5 |
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3 |
Describe the applications of effective communication with students. |
5 |
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4 |
Use appropriate methods and techniques for the development of students´ critical thinking, creative thinking and problem solving skills. |
4 |
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5 |
Explain the basic concepts and principles of linguistics, German grammar and foreign language education. |
5 |
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6 |
Describe cultural factors that may influence teaching German comparatively. |
5 |
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7 |
Understand and explain the fields and functions of German as a foreign language. |
5 |
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8 |
Explain the method of producing scientific knowledge in foreign language education. |
4 |
|
9 |
Plan teaching and learning process by taking individual differences and subject areas into account. |
5 |
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10 |
Use information technologies within the planning of teaching and learning process. |
4 |
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11 |
Use required methods and techniques effectively by considering students´ individual and cultural differences in student-centered teaching. |
5 |
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12 |
Monitor students´ progress using different methods and techniques of assessment and evaluation. |
5 |
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13 |
Assume responsibility in solving problems confronted in German languageoth individually and as a group. |
4 |
|
14 |
Be a sensitive citizen towards problems in school, community and world. |
4 |
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15 |
Evaluate learned knowledge critically by gaining self-learning ability. |
5 |
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16 |
Establish healthy communication with students, colleagues, school administrators, and parents. |
4 |
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17 |
Use information and communication technologies in German language education effectively. |
5 |
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18 |
Think about his/her proficiency in German teaching and attempt for a continuous improvement. |
3 |
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19 |
Have the ability to analyze latest events in his/her close environment, country and around the world related to German language education. |
3 |
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20 |
Explain and evaluate the developments in German teaching using scientific methods and techniques of teaching. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
14 |
2 |
28 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
3 |
42 |
| Assesment Related Works |
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Homeworks, Projects, Others |
1 |
5 |
5 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
5 |
5 |
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Final Exam |
1 |
5 |
5 |
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Total Workload: | 85 |
| Total Workload / 25 (h): | 3.4 |
| ECTS Credit: | 3 |
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