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| Course Description |
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| Course Name |
: |
Autentic Text in Teaching of German II |
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| Course Code |
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YDA414 |
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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 |
: |
4 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
2 |
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| Name of Lecturer(s) |
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Asst.Prof.Dr. ALİ SAMİ AKSÖZ
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| Learning Outcomes of the Course |
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Explains text types and properties.
Choses the appropriate materials for the level of students and objectives of the course.
Makes the necessary changes and adaptations of texts.
Knows the types of exercises and prepares appropriate materials for students to help them comprehend and interpret the texts.
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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 |
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None |
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| Aim(s) of Course |
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This course aims to provide students with the ability to prepare authentic materials and to know the appropriate use of these materials in classes and the difficulties related to the use of them and also to know the selection criteria of these materials. This will be achieved with the question of what an authentic material is. |
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| Course Contents |
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There used to be artificial materials in German language education. The purpose of this course is to help students communicate in natural environments through authentic materials. |
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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 |
Promotion of motivation for learning German with the help of authentic texts/materials |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brainstorming |
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2 |
Criteria for the selection of teaching work |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brainstorming |
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3 |
Linguistic decompression of a text,
Mind Mapping |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brain storm |
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4 |
Strategies for dealing with texts |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brainstorming |
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5 |
Powerpoint presentation |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brainstorming |
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6 |
Powerpoint presentation |
Reading and research related resources |
discussion |
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7 |
Powerpoint presentation |
Reading and research related resources |
discussion |
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8 |
Mid-term exam |
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Written exam |
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9 |
Teaching models: working with text in a foreign language teaching |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brainstorming |
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10 |
Types of exercises for foreign language teaching
Passive exercise types |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brainstorming |
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11 |
Semi-Passive exercise types
Active exercise types |
Reading and research related resources |
Powerpoint presentation, lecture, discussion, brainstorming |
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12 |
Powerpoint presentation |
Reading and research related resources |
discussion |
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13 |
Powerpoint presentation |
Reading and research related resources |
discussion |
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14 |
Powerpoint presentation |
Reading and research related resources |
discussion |
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15 |
Powerpoint presentation |
Reading and research related resources |
discussion |
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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) |
 Kaufmann, S. (Hrsg) (2008). Fortbildung für Kursleitende Deutsch als Zweitsprache / FIF, Förderung von Integration durch Fortbildung Teil: 2. Didaktik, Methodik. (1. Aufl.) Ismaning : Hueber.
Geisz, Martin (2001), Internet praktisch im Unterricht, Mülheim: Verlag an der Ruhr.
Hartmut Aufderstraße, Jutta Müller, Thomas Storz (2006), Lagune Kursbuch 1-2-3: Deutsch als Fremdsprache, Ismaning: Hueber Verlag.
Ferling, Nikola (2008), Lesen im DaZ-Unterricht, in: Kaufmann, Susan/Zehnder, Erich/Vanderheiden, Elisabeth/Frank, Winfried (Hrsg.), Fortbildung für Kursleitende Deutsch als Zweitsprache. Band 2: Didaktik – Methodik, Ismaning: Hueber, 35-68.
Jung, Hyun Sook (2001) Arbeit mit authentischen Texten im Fremdsprachenunterricht, İn: DOGILMUNHAK: Koreanische Zeitschrift für Germanistik,Jahrgang 42 / Heft 2, 259-277.
Solmecke, Gert (1993), Texte hören, lesen und verstehen, Berlin, München: Lanenscheidt.
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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* |
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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. |
4 |
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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 |
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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. |
4 |
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6 |
Describe cultural factors that may influence teaching German comparatively. |
4 |
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7 |
Understand and explain the fields and functions of German as a foreign language. |
4 |
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8 |
Explain the method of producing scientific knowledge in foreign language education. |
4 |
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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 |
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11 |
Use required methods and techniques effectively by considering students´ individual and cultural differences in student-centered teaching. |
4 |
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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 |
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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. |
4 |
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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. |
4 |
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18 |
Think about his/her proficiency in German teaching and attempt for a continuous improvement. |
5 |
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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 |
2 |
2 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
2 |
2 |
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Final Exam |
1 |
2 |
2 |
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Total Workload: | 62 |
| Total Workload / 25 (h): | 2.48 |
| ECTS Credit: | 2 |
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