| Course Description |
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| Course Name |
: |
Approaches in Teaching English II |
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| Course Code |
: |
YDI206 |
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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 |
: |
2 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
5 |
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| Name of Lecturer(s) |
: |
Asst.Prof.Dr. YONCA ÇAYLAKLI ÖZKAN
Instructor AYŞE GÖRGÜN
Asst.Prof.Dr. EBRU ŞİRE KAYA
|
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| Learning Outcomes of the Course |
: |
Students become aware of current approaches, methods and techniques in the teaching of English to speakers of other languages.
Students analyze each language method and discusses about its strengths and weaknesses.
Students can explain the methods that the methods are based on
Students identify important scholars who contributed to the development of these methods and theories
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| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
YDI205 Approaches in Teaching English I
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
Students will be aware of the distinctions among the basic concepts: approach, method, and technique
Students will be aware of the language learning theories.
Students will learn the main points, strengths and drawbacks of various teaching methods and techniques used in language teaching.
Students will compare and contrast language learning theories and methods
Students will be aware of communicative approach and its main compenents
students will be able to prepare communicative activities and employ them in the class
students wiil learn what an eclectic method is
In short, at the end of the term, students will have covered all the theoritical background and techniques in relation to learning methods and theories together with techniques |
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| Course Contents |
: |
Teaching Techniques and principles in teaching English as a foreign language
The basic principles in using these methods in the class
The theories and approaches which these methods are based on
Scholars and researchers who are dominant in these field
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| Language of Instruction |
: |
English |
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| Work Place |
: |
R1 Classes |
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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 |
A brief history of language teaching; definition of terms: approach, method, design |
Students do their prior reading mentioned in the textbook and bring the articles to class for class discussion. |
After lecture, students discuss about the articles assigned with their peers and they have a list of key words reflecting the content of each article dealt in class. |
|
2 |
Behaviorism, Cognitivism, Humanism, and Social Constructivism |
Students do their prior reading mentioned in the textbook and bring the articles to class for class discussion |
After lecture, students discuss about the articles assigned with their peers and they have a list of key words reflecting the content of each article dealt in class. |
|
3 |
Method recapitulation: GTM, Direct, ALM, Silent way, Suggestopedia, CLL, and TPR |
Students do their prior reading mentioned in the textbook and bring the articles to class for class discussion. |
After lecture, students discuss about the articles assigned with their peers and they have a list of key words reflecting the content of each article dealt in class. |
|
4 |
Communicative Language Teaching |
Students do their prior reading mentioned in the textbook and bring the articles to class for class discussion. |
After lecture, students discuss about the articles assigned with their peers and they have a list of key words reflecting the content of each article dealt in class. |
|
5 |
Task-based Method |
Students do their prior reading mentioned in the textbook and bring the articles to class for class discussion. |
After lecture, students discuss about the articles assigned with their peers and they have a list of key words reflecting the content of each article dealt in class. |
|
6 |
Content-based Method |
Students do their prior reading mentioned in the textbook and bring the articles to class for class discussion. |
After lecture, students discuss about the articles assigned with their peers and they have a list of key words reflecting the content of each article dealt in class. |
|
7 |
Participatory Instruction |
Students do their prior reading mentioned in the textbook and bring the articles to class for class discussion. |
After lecture, students discuss about the articles assigned with their peers and they have a list of key words reflecting the content of each article dealt in class. |
|
8 |
Mid term |
Students study for the exam |
Question and answer |
|
9 |
Midterm evaluation |
Students and the teacher examine the students´ exam papers so that students can see their mistakes |
Question and answer
Discussion |
|
10 |
Learner Strategy Training |
Students do their prior reading mentioned in the textbook and bring the articles to class for class discussion. |
After lecture, students discuss about the articles assigned with their peers and they have a list of key words reflecting the content of each article dealt in class. |
|
11 |
Cooperative Learning |
Students do their prior reading mentioned in the textbook and bring the articles to class for class discussion. |
After lecture, students discuss about the articles assigned with their peers and they have a list of key words reflecting the content of each article dealt in class. |
|
12 |
Multiple Intelligences |
Students do their prior reading mentioned in the textbook and bring the articles to class for class discussion. |
After lecture, students discuss about the articles assigned with their peers and they have a list of key words reflecting the content of each article dealt in class. |
|
13 |
Eclectic method |
Students do their prior reading mentioned in the textbook and bring the articles to class for class discussion. |
Question-answer and reflection |
|
14 |
Course Review
|
Students and the instructor have a quick summary of chapters covered during semester. A slide show is also used for refreshing students´ minds. |
Question-answer and reflection |
|
15 |
Course Review |
Students and the instructor have a quick summary of chapters covered during semester. A slide show is also used for refreshing students´ minds. |
Question-answer and reflection |
|
16/17 |
Final exam |
Students study for the exam |
Question-answer and reflection |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Defines literary terms. |
3 |
|
2 |
Distinguishes characteristic features of different age groups. |
4 |
|
3 |
Benefits of basic concepts and principles while practicising. |
5 |
|
4 |
Distinguishes basic concepts and principles in language teaching. |
5 |
|
5 |
Transfers knowledge according to the characteristic features of specific age groups. |
3 |
|
6 |
Students list testing and assessment methods. |
2 |
|
7 |
Applies appropriate testing and assessment methods within context. |
3 |
|
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
|
3 |
|
10 |
Adapts and develops materials according to needs. |
4 |
|
11 |
Evaluates course books according to the suitability for students´ profile. |
4 |
|
12 |
Criticises and chooses course books from different aspects. |
5 |
|
13 |
Gains theoretical knowledge of teaching language skills. |
5 |
|
14 |
Analyzes and interprets literary texts.. |
3 |
|
15 |
Translates from native language to foreign language and from foreign language to native language. |
3 |
|
16 |
Gains theoretical knowledge of translation. |
3 |
|
17 |
Reflects theoretical knowledge of language teaching skills in practice. |
4 |
|
18 |
Explains subfields of linguistics, distinguish basic terms and theories. |
3 |
|
19 |
Interprets how linguistic theories work in various languages. |
3 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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