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| Course Description |
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| Course Name |
: |
Autentic Text in Teaching of German I |
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| Course Code |
: |
YDA415 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
4 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
3 |
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| Name of Lecturer(s) |
: |
Asst.Prof.Dr. ALİ SAMİ AKSÖZ
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| Learning Outcomes of the Course |
: |
Know the text types and characteristics of the text
Can choose texts appropriate for students´ needs and objectives
Make the necessary changes and adaptations of texts
Prepare appropriate exercises to be used for interpretation and understanding of a text
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| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The aim of this course is to analyze what authentic material is and how to use these kind of materials within a lesson, what their difficulties are, how to choose and adapt to the lesson. In addition, how to prepare authentic materials independently. |
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| Course Contents |
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Until now there have only been artificial learning and teaching materials in the German language classroom. The aim of this course is to enable more realistic communication in the classroom by using authentic material. |
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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 |
Students are informed about the course content, goals and the materials. |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brain storm |
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2 |
Text types |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brain storm |
|
3 |
What are authentic texts?
Why are authentic texts used? |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brain storm |
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4 |
What advantages and disadvantages do authentic texts offer?/ Didactic texts? |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brain storm |
|
5 |
What must / should be considered in the selection of a text? |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brain storm |
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6 |
Text difficulty: Factors |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brain storm |
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7 |
Text difficulty: Factors |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brain storm |
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8 |
Mid-term exam |
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Written exam |
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9 |
text examples |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brain storm |
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10 |
text examples |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brain storm |
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11 |
Phase model of working with texts |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brain storm |
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12 |
introduction phase |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brain storm |
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13 |
presentation phase |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brain storm |
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14 |
text adequacy |
Reading and research related resources |
owerpoint presentation, lecture, discussion, brain storm |
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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) |
 Nebe-Rikabi, Ursula. Authentische Texte im Fremdsprachenunterricht. In: Bickes, G./Dufeu, B./Willkop, E.-M. (Hrsg.) (1997). Umgang mit Texten - Unterrichtsbeobachtung - Grammatikmodelle und ihre Umsetzung in Lehrwerken (Jahrbuch Sprachandragogik 1995), Johannes Gutenberg-Universität Mainz, 6-13. Online im Internet: WWW: http://www.scribd.com/doc/27678671/Authentische-Texte-Im-Fremdsprachenunterricht
Solmecke, Gert (1993), Texte hören, lesen und verstehen, Berlin, München: Lanenscheidt.
Hrenko Podergajs, Klavdija. (2004) Vor dem Wie kommt das Was: einige Textauswahlkriterien im DaF-Literaturunterricht, Schaurein, 17 (1), 13-15.
Jung, Hyun Sook (2001) Arbeit mit authentischen Texten im Fremdsprachenunterricht, İn: DOGILMUNHAK: Koreanische Zeitschrift für Germanistik,Jahrgang 42 / Heft 2, 259-277.
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| Required Course Material(s) | |
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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* |
|
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. |
4 |
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3 |
Describe the applications of effective communication with students. |
4 |
|
4 |
Use appropriate methods and techniques for the development of students´ critical thinking, creative thinking and problem solving skills. |
5 |
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5 |
Explain the basic concepts and principles of linguistics, German grammar and foreign language education. |
4 |
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6 |
Describe cultural factors that may influence teaching German comparatively. |
2 |
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7 |
Understand and explain the fields and functions of German as a foreign language. |
3 |
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8 |
Explain the method of producing scientific knowledge in foreign language education. |
2 |
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9 |
Plan teaching and learning process by taking individual differences and subject areas into account. |
4 |
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10 |
Use information technologies within the planning of teaching and learning process. |
4 |
|
11 |
Use required methods and techniques effectively by considering students´ individual and cultural differences in student-centered teaching. |
4 |
|
12 |
Monitor students´ progress using different methods and techniques of assessment and evaluation. |
4 |
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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 |
|
15 |
Evaluate learned knowledge critically by gaining self-learning ability. |
4 |
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16 |
Establish healthy communication with students, colleagues, school administrators, and parents. |
3 |
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17 |
Use information and communication technologies in German language education effectively. |
4 |
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18 |
Think about his/her proficiency in German teaching and attempt for a continuous improvement. |
4 |
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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. |
4 |
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20 |
Explain and evaluate the developments in German teaching using scientific methods and techniques of teaching. |
4 |
| * 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 |
2 |
28 |
| 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: | 71 |
| Total Workload / 25 (h): | 2.84 |
| ECTS Credit: | 3 |
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