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Course Description Course Name : Contextual Grammar I Course Code : YDI101 Course Type : Compulsory Level of Course : First Cycle Year of Study : 1 Course Semester : Fall (16 Weeks) ECTS : 4 Name of Lecturer(s) : Asst.Prof.Dr. YONCA ÇAYLAKLI ÖZKAN Asst.Prof.Dr. MERYEM MİRİOĞLU Learning Outcomes of the Course : Learners recognize targeted structures within context. Learners produce targeted structures in and outside class context. Learners become aware of jargons regarding ELT structure. Mode of Delivery : Face-to-Face Prerequisites and Co-Prerequisites : None Recommended Optional Programme Components : None Aim(s) of Course : Recognize structural patterns and their functions within predetermined advanced level texts. Analyze English sentence, clause and phase structures at suprasentential level. Produce texts comprising structures studied and analyzed at advanced level. Course Contents : The Structure of Sentences, Sentence Rhythm,The Writer’s Voice, Coordination, Brevity and Subordination, Verbs, Adverbials, Adjectivals, Appositives, Absolutes, Pronouns Language of Instruction : English Work Place : R-1 Building   Course Outline /Schedule (Weekly) Planned Learning Activities Week Subject Student's Preliminary Work Learning Activities and Teaching Methods 1 The Structure of Sentences Students do prior reading in their textbook and try to do drills accordingly. Students are expected to read exra materials related to the targeted structure(s). The instructor of the course lectures on the targeted structure and she and her students analyze the structures in other meaningful context such as students´ favorite literary text or any article they wish to study. After each session, all students in the course prepare their blog tasks till the following lecture. Throughout blogs, students are expected to review the course content of that specific week and be exposed to peer evaluation to trigger more language use outside classroom. 2 Cohesion Students do prior reading in their textbook and try to do drills accordingly. Students are expected to read exra materials related to the targeted structure(s). The instructor of the course lectures on the targeted structure and she and her students analyze the structures in other meaningful context such as students´ favorite literary text or any article they wish to study. After each session, all students in the course prepare their blog tasks till the following lecture. Throughout blogs, students are expected to review the course content of that specific week and be exposed to peer evaluation to trigger more language use outside classroom. 3 Sentence Rhythm and The Writer’s Voice Students do prior reading in their textbook and try to do drills accordingly. Students are expected to read exra materials related to the targeted structure(s). The instructor of the course lectures on the targeted structure and she and her students analyze the structures in other meaningful context such as students´ favorite literary text or any article they wish to study. After each session, all students in the course prepare their blog tasks till the following lecture. Throughout blogs, students are expected to review the course content of that specific week and be exposed to peer evaluation to trigger more language use outside classroom. 4 Coordination Students do prior reading in their textbook and try to do drills accordingly. Students are expected to read exra materials related to the targeted structure(s). The instructor of the course lectures on the targeted structure and she and her students analyze the structures in other meaningful context such as students´ favorite literary text or any article they wish to study. After each session, all students in the course prepare their blog tasks till the following lecture. Throughout blogs, students are expected to review the course content of that specific week and be exposed to peer evaluation to trigger more language use outside classroom. 5 Brevity and Subordination Students do prior reading in their textbook and try to do drills accordingly. Students are expected to read exra materials related to the targeted structure(s). The instructor of the course lectures on the targeted structure and she and her students analyze the structures in other meaningful context such as students´ favorite literary text or any article they wish to study. After each session, all students in the course prepare their blog tasks till the following lecture. Throughout blogs, students are expected to review the course content of that specific week and be exposed to peer evaluation to trigger more language use outside classroom. 6 Verbs Students do prior reading in their textbook and try to do drills accordingly. Students are expected to read exra materials related to the targeted structure(s). The instructor of the course lectures on the targeted structure and she and her students analyze the structures in other meaningful context such as students´ favorite literary text or any article they wish to study. After each session, all students in the course prepare their blog tasks till the following lecture. Throughout blogs, students are expected to review the course content of that specific week and be exposed to peer evaluation to trigger more language use outside classroom. 7 Adverbials Students do prior reading in their textbook and try to do drills accordingly. Students are expected to read exra materials related to the targeted structure(s). The instructor of the course lectures on the targeted structure and she and her students analyze the structures in other meaningful context such as students´ favorite literary text or any article they wish to study. After each session, all students in the course prepare their blog tasks till the following lecture. Throughout blogs, students are expected to review the course content of that specific week and be exposed to peer evaluation to trigger more language use outside classroom. 8 Midterm Revision Sit-down examination 9 Appositives Students do prior reading in their textbook and try to do drills accordingly. Students are expected to read exra materials related to the targeted structure(s). The instructor of the course lectures on the targeted structure and she and her students analyze the structures in other meaningful context such as students´ favorite literary text or any article they wish to study. After each session, all students in the course prepare their blog tasks till the following lecture. Throughout blogs, students are expected to review the course content of that specific week and be exposed to peer evaluation to trigger more language use outside classroom. 10 Absolutes Students do prior reading in their textbook and try to do drills accordingly. Students are expected to read exra materials related to the targeted structure(s). The instructor of the course lectures on the targeted structure and she and her students analyze the structures in other meaningful context such as students´ favorite literary text or any article they wish to study. After each session, all students in the course prepare their blog tasks till the following lecture. Throughout blogs, students are expected to review the course content of that specific week and be exposed to peer evaluation to trigger more language use outside classroom. 11 Pronouns Students do prior reading in their textbook and try to do drills accordingly. Students are expected to read exra materials related to the targeted structure(s). The instructor of the course lectures on the targeted structure and she and her students analyze the structures in other meaningful context such as students´ favorite literary text or any article they wish to study. After each session, all students in the course prepare their blog tasks till the following lecture. Throughout blogs, students are expected to review the course content of that specific week and be exposed to peer evaluation to trigger more language use outside classroom. 12 Adjectivals Students do prior reading in their textbook and try to do drills accordingly. Students are expected to read exra materials related to the targeted structure(s). The instructor of the course lectures on the targeted structure and she and her students analyze the structures in other meaningful context such as students´ favorite literary text or any article they wish to study. After each session, all students in the course prepare their blog tasks till the following lecture. Throughout blogs, students are expected to review the course content of that specific week and be exposed to peer evaluation to trigger more language use outside classroom. 13 Punctuation Students do prior reading in their textbook and try to do drills accordingly. Students are expected to read exra materials related to the targeted structure(s). The instructor of the course lectures on the targeted structure and she and her students analyze the structures in other meaningful context such as students´ favorite literary text or any article they wish to study. After each session, all students in the course prepare their blog tasks till the following lecture. Throughout blogs, students are expected to review the course content of that specific week and be exposed to peer evaluation to trigger more language use outside classroom. 14 Course Review- Project submission Students are expected to prepare quick summaries of each chapter covered and questions for whole class discussion. The instructor and all students discuss about their blog performance; they all talk about strengths and weaknesses of their current experience. 15 Reflection upon Blog Tasks The instructor and students do bring some blog sheets into class for reflection and display The instructor and all students discuss about their blog performance; they all talk about strengths and weaknesses of their current experience. 16/17 Final examination Revision Sit-down examination   Required Course Resources Resource Type Resource Name Recommended Course Material(s)  Kolln, M. (2003). Rhetorical Grammar. Longman.  Doughty, C. & Williams, J. (1998). (Eds). Focus on form in classroom second language acquisition. NY: CUP. Required Course Material(s)   Assessment Methods and Assessment Criteria Semester/Year Assessments Number Contribution Percentage     Mid-term Exams (Written, Oral, etc.) 1 50     Homeworks/Projects/Others 1 50 Total 100 Rate of Semester/Year Assessments to Success 40   Final Assessments 100 Rate of Final Assessments to Success 60 Total 100   Contribution of the Course to Key Learning Outcomes # Key Learning Outcome Contribution* 1 Defines literary terms. 2 2 Distinguishes characteristic features of different age groups. 3 3 Benefits of basic concepts and principles while practicising. 5 4 Distinguishes basic concepts and principles in language teaching. 3 5 Transfers knowledge according to the characteristic features of specific age groups. 2 6 Students list testing and assessment methods. 2 7 Applies appropriate testing and assessment methods within context. 2 8 Distinguishes methods of material development, use and adaptation. 3 9 Chooses among methods and materials according to the needs (age, environment and physical conditions) of students 4 10 Adapts and develops materials according to needs. 3 11 Evaluates course books according to the suitability for students´ profile. 2 12 Criticises and chooses course books from different aspects. 3 13 Gains theoretical knowledge of teaching language skills. 2 14 Analyzes and interprets literary texts.. 3 15 Translates from native language to foreign language and from foreign language to native language. 4 16 Gains theoretical knowledge of translation. 3 17 Reflects theoretical knowledge of language teaching skills in practice. 3 18 Explains subfields of linguistics, distinguish basic terms and theories. 5 19 Interprets how linguistic theories work in various languages. 4 * Contribution levels are between 0 (not) and 5 (maximum).   Student Workload - ECTS Works Number Time (Hour) Total Workload (Hour) Course Related Works     Class Time (Exam weeks are excluded) 14 3 42     Out of Class Study (Preliminary Work, Practice) 4 3 12 Assesment Related Works     Homeworks, Projects, Others 1 15 15     Mid-term Exams (Written, Oral, etc.) 1 20 20     Final Exam 1 20 20 Total Workload: 109 Total Workload / 25 (h): 4.36 ECTS Credit: 4