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| Course Description |
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| Course Name |
: |
Turkish Language II: Sentence and Written Data |
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| Course Code |
: |
S 202 |
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| Course Type |
: |
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 |
: |
3 |
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| Name of Lecturer(s) |
: |
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| Learning Outcomes of the Course |
: |
Knows sentence proporties and sentence analysis to Turkish
Distinguishes the words groups in the sentence
Analyses sentences according to meaning
Analyzes sentence according to their structure.
Distinguishes the sentence components.
Analyzes sentences according to their predicate.
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| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
S 201 Turkisk Language: Vocalisation and Forming
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The aim of this course is to help students learn word groups, sentence components and their types, congruity of text for age groups. |
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| Course Contents |
: |
Word groups, Kinds of sentence for Turkish, simple, compound sentence etc., features and noun phrase, text analysis. |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Word groups (noun and adjective phrase) |
Word kinds, structure of word groups |
Lecture, Questıon-Answer |
|
2 |
Word groups (preposition, conjunction, number, title) |
Structure of word groups |
Lecture, Questıon-Answer, Discussion |
|
3 |
Word groups (abbreviation groups) |
Structure of abbreviation groups |
Lecture, Questıon-Answer, Discussion |
|
4 |
Words groups (participle, gerund and verbal noun) |
Structure of gerund groups |
Lecture, Questıon-Answer, Discussion |
|
5 |
Description of sentence and its structure |
proportiies ,composition and structure of sentence in Turkish |
Lecture, Questıon-Answer, Discussion |
|
6 |
Sentence components (subject, object, predicate etc.) |
functions of sentence elements and location in the sentence |
Lecture, Questıon-Answer, Discussion |
|
7 |
Kinds of sentence (place and meaning of predicate) |
positive and negative sentence, regular and inverse sentence, noun and verb sentence |
Lecture, Questıon-Answer, Discussion |
|
8 |
Midterm Exam |
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|
|
9 |
Kinds of sentence (sentence structure) |
formation conditions of sentence types |
Lecture, Questıon-Answer, Discussion |
|
10 |
Sentence analysis |
applied method and different opinions in sentence analysis |
Lecture, Questıon-Answer, Discussion |
|
11 |
Sentence analysis |
applied method and different opinions in sentence analysis |
Lecture, Questıon-Answer, Discussion |
|
12 |
Criterion for text selection |
How must a text be selected and for what ? What are proporties of text? |
Lecture, Questıon-Answer, Discussion |
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13 |
Text analysis |
the ways of textual analysis |
Lecture, Questıon-Answer, Discussion |
|
14 |
Text analysis |
the ways of textual analysis |
Lecture, Questıon-Answer, Discussion |
|
15 |
General assessment |
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|
|
16/17 |
Final exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Karahan, Leyla (1999), Türkçede Söz Dizimi, Ankara: 6. Baskı Akçağ Yayınları:58.
Karahan, Leyla (2008), Türkçede Söz Dizimi, Ankara: 13. Baskı Akçağ Yayınları:58.
Türkçe Sözlük (2005), Ankara: 10. Baskı Türk Dil Kurumu Yayınları: 549.
Korkmaz, Zeynep (2007), Gramer Terimleri Sözlüğü, Ankara: Genişletilmiş 3. Baskı Türk Dil Kurumu Yayınları: 575.
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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 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
100 |
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Homeworks/Projects/Others |
0 |
0 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
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Final Assessments
|
100 |
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Rate of Final Assessments to Success
|
60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Explains the concepts and principles related to the subject areas of Primary Education (Mathematics, Turkish, Science and Technology, Life Science, Social Studies, Visual Arts, Music, Physical Education, etc.). |
5 |
|
2 |
Evaluates the characteristics of 1st-5th year primary school students’ development along with their role in learning. |
0 |
|
3 |
Evaluates the significant people, events and phenomena in the historical process in terms of their effect on educational applications. |
0 |
|
4 |
Utilizes the process of generating scientific knowledge in order to solve the problems which are encountered in Primary School Education. |
0 |
|
5 |
Uses not only the 1st- 5th grades primary education programs (Turkish, Mathematics, Science and Technology, Social Science, Natural Science, Physical Education, Music, Visual Arts, etc.) but also the specific teaching strategies, methods and techniques of these programs. |
0 |
|
6 |
Makes a critique of art products in the light of information regarding art and describes their qualities. |
0 |
|
7 |
Utilizes appropriate methods and techniques for the development of students´ such high-order thinking skills as critical, creative as well as problem solving. |
0 |
|
8 |
Plans, implements and evaluates the process of teaching and learning by taking the characteristics of students´ development, individual differences as well as the properties of the subject area into account |
0 |
|
9 |
Evaluates students´ learning process by means of different methods and techniques of evaluation and assessment. |
0 |
|
10 |
Generates appropriate learning materials in order to create effective teaching and learning processes, and uses information and communication technologies effectively during this process. |
0 |
|
11 |
Takes responsibility both individually and within groups to solve problems encountered during the applications in primary education |
0 |
|
12 |
Monitors their performance and attempts to improve their professional knowledge and skills. |
0 |
|
13 |
Evaluates the information she/he gains in a critical way by acquiring autonomous learning skills |
3 |
|
14 |
Exchanges his/her ideas and solutions related to the field of teaching in a written or oral way effectively |
4 |
|
15 |
Establishes effective communication with their students, colleagues, school management and families, and develops strategies to ensure families´ participation and support. |
0 |
|
16 |
Within the scope of the education system and school management, utilizes general objectives and basic principles of education in the application. |
0 |
|
17 |
Develops projects and activities in order to make the social environment livable. |
0 |
|
18 |
Makes self-assessment / personal opinion through observing the artistic and scientific activities as well as following the current national and international events. |
0 |
|
19 |
Along with their professional development, improves himself/herself in scientific, cultural, artistic and social areas in accordance with his/her interests and abilities through identifying his/her needs. |
0 |
| * 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 |
|
Class Time (Exam weeks are excluded) |
14 |
2 |
28 |
|
Out of Class Study (Preliminary Work, Practice) |
13 |
3 |
39 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
0 |
0 |
0 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
1 |
1 |
|
Final Exam |
1 |
1 |
1 |
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Total Workload: | 69 |
| Total Workload / 25 (h): | 2.76 |
| ECTS Credit: | 3 |
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