| Course Description |
|
| Course Name |
: |
Contextual Grammar II |
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| Course Code |
: |
YDI102 |
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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 |
: |
1 |
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| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
4 |
|
| Name of Lecturer(s) |
: |
Asst.Prof.Dr. YONCA ÇAYLAKLI ÖZKAN
Asst.Prof.Dr. YONCA ÇAYLAKLI ÖZKAN
Asst.Prof.Dr. MERYEM MİRİOĞLU
|
|
| Learning Outcomes of the Course |
: |
Learners enhance production skills by focusing on meaning-based grammar instruction.
Learners perform discourse analysis regarding the targeted structures covered in lectures.
Learners raise awareness on the targeted structures and raises confidence when using such structures in and outside class context.
|
|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
YDI101 Contextual Grammar I
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|
| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The purpose of this course is to show from both theoretical and practical perspectives that grammar can be made productive and useful in preservice teacher education context. |
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| Course Contents |
: |
Phrases & Article discussion, Nouns & Article discussion, The forms and meanings of verbs, Verbs & Article discussion, Adjectives and Adjective Phrases & Article discussion, Adverbs and Adverb Phrases & Article discussion, Prepositions & Article discussion, Complements & Article discussion. |
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| Language of Instruction |
: |
English |
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| Work Place |
: |
R-1 Building |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Phrase Structure Rules |
Students do their prior reading in the textbook. |
The instructor lectures on the assigned topic. The students are asked to do practice drills afterwards to comprehend the structure.
After each lecture students are responsible for preparing their blog tasks till the following lecture every other week. |
|
2 |
Phrases in context |
Students find an article about the negotiated topic and bring it to class for phrase analysis. |
The instructor lectures on the assigned topic. The students are asked to do practice drills afterwards to comprehend the structure.
After each lecture students are responsible for preparing their blog tasks till the following lecture every other week |
|
3 |
Nouns and Noun Phrase (NP) |
Students do their prior reading in the textbook. |
The instructor lectures on the assigned topic. The students are asked to do practice drills afterwards to comprehend the structure.
After each lecture students are responsible for preparing their blog tasks till the following lecture every other week |
|
4 |
NP in context |
Students find an article about the negotiated topic and bring it to class for phrase analysis. |
The students study the targeted structure in their articles and do phrase analysis.
After each lecture students are responsible for preparing their blog tasks till the following lecture every other week. |
|
5 |
Verbs and Verb Phrase (VP)
Verb in context |
Students do their prior reading in the textbook. |
The instructor lectures on the assigned topic. The students are asked to do practice drills afterwards to comprehend the structure.
The students study the targeted structure in their articles and do phrase analysis.
After each lecture students are responsible for preparing their blog tasks till the following lecture every other week. |
|
6 |
ADJP in context |
Students find an article about the negotiated topic and bring it to class for phrase analysis. |
The students study the targeted structure in their articles and do phrase analysis.
After each lecture students are responsible for preparing their blog tasks till the following lecture every other week. |
|
7 |
ADJP in context |
Students find an article about the negotiated topic and bring it to class for phrase analysis. |
Students go over their midterm papers with their instruction in order to observe their mistakes and learn from them. |
|
8 |
Midterm Examination |
Revision |
Sit-down examination |
|
9 |
Midterm tutorial |
Students go over their midterm papers with their instruction in order to observe their mistakes and learn from them. |
Discussion |
|
10 |
Adverbs and Adverb Phrases (ADVP) |
Students do their prior reading in the textbook. |
The instructor lectures on the assigned topic. The students are asked to do practice drills afterwards to comprehend the structure.
After each lecture students are responsible for preparing their blog tasks till the following lecture every other week. |
|
11 |
Adverbs and Adverb Phrases (ADVP) |
Students do their prior reading in the textbook. |
The instructor lectures on the assigned topic. The students are asked to do practice drills afterwards to comprehend the structure.
After each lecture students are responsible for preparing their blog tasks till the following lecture every other week |
|
12 |
ADVP in context |
Students find an article about the negotiated topic and bring it to class for phrase analysis. |
The students study the targeted structure in their articles and do phrase analysis.
After each lecture students are responsible for preparing their blog tasks till the following lecture every other week |
|
13 |
Prepositions and Preposition Phrases (PP) |
Students do their prior reading in the textbook.Students find an article about the negotiated topic and bring it to class for phrase analysis. |
The students study the targeted structure in their articles and do phrase analysis.
After each lecture students are responsible for preparing their blog tasks till the following lecture every other week. |
|
14 |
Preposition Phrases (PP) in context |
Students find an article about the negotiated topic and bring it to class for phrase analysis. |
The students study the targeted structure in their articles and do phrase analysis.
After each lecture students are responsible for preparing their blog tasks till the following lecture every other week. |
|
15 |
Course Review |
Students and the instructor of the course make summary of the units covered during semester. Students do ask for further explanation or clarification. |
The instructor uses question and answer technique mostly in review session in order to maximize student talk in this session. Also reflection technique is highly preferred to underline the importance of self. |
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16/17 |
Final examination |
Revision |
Sit-down examination |
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| 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). |
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