Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Education | ||||||
| Course Code | ELT 432 | ||||||
| Course Title in English | Pedagogical Grammar | ||||||
| Course Title in Turkish | Pedagojik Dilbilgisi | ||||||
| Language of Instruction | EN | ||||||
| Type of Course | Exercise,Flipped Classroom,Guided Personal Study,Lecture,Project,Seminar | ||||||
| Level of Course | Advanced | ||||||
| Semester | Fall | ||||||
| Contact Hours per Week |
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| Estimated Student Workload | 129 hours per semester | ||||||
| Number of Credits | 5 ECTS | ||||||
| Grading Mode | Standard Letter Grade | ||||||
| Pre-requisites | None | ||||||
| Expected Prior Knowledge | None | ||||||
| Co-requisites | None | ||||||
| Registration Restrictions | Only Undergraduate Students | ||||||
| Overall Educational Objective | To comprehend the theories and practices of EFL grammar teaching. | ||||||
| Course Description | This course focuses on the theory and practice of teaching grammar in an EFL classroom. Students will learn how grammar is best organized for teaching. In addition to the theories of grammar acquisition, students will learn specific methods that have been shown to facilitate learning. Students will be encouraged to develop their own personal theories of grammar teaching. Students will learn to be able to predict the problems learners face when learning grammar as well as when and how to correct errors. The course adopts a communicative approach and integrates technology into grammar teaching. | ||||||
| Course Description in Turkish | Bu ders, bir EFL sınıfındaki dilbilgisi öğretiminin teorisi ve pratiğine odaklanmaktadır. Öğrenciler dilbilgisinin öğretim için en iyi nasıl organize edildiğini öğreneceklerdir. Dilbilgisi edinme teorilerine ek olarak, öğrenciler öğrenmeyi kolaylaştırdığı belirtilen özel yöntemleri öğreneceklerdir. Öğrenciler, kendi dilbilgisi öğretimi teorilerini geliştirmeleri konusunda teşvik edilecektir. Öğrenciler, dilbilgisini öğrenirken karşılaşılan sorunları, hataları ne zaman ve nasıl düzelteceklerini tahmin edebilmeyi öğreneceklerdir. Sınıf iletişimsel bir yaklaşım kullanır ve teknolojiyi gramer eğitimine entegre eder. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) explain different purposes of grammar including pedagogical, descriptive, contrastive, prescriptive, and linguistic 2) differentiate between grammar learning and grammar acquisition 3) integrate technology into grammar lessons 4) evaluate grammar textbooks 5) create and implement grammar lesson plans 6) respond to questions about grammar and predict problems that learners might have 7) adapt a personal perspective on grammar teaching |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
|---|---|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | |||||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | |||||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | |||||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | |||||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | |||||||
| 6) Internalization and dissemination of professional ethical standards. | |||||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | |||||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | |||||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | |||||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | |||||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | |||||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | |||||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | HATİME ÇİFTÇİ , December 2023 |
| Course Coordinator | HATİME ÇİFTÇİ |
| Semester | Fall |
| Name of Instructor | Asst. Prof. Dr. DERYA ALTINMAKAS |
Course Contents
| Week | Subject |
| 1) | Introduction to the course, definitions |
| 2) | History of grammar teaching |
| 3) | Rule-based teaching |
| 4) | Using examples to teach grammar |
| 5) | Principled grammar teaching |
| 6) | The form-meaning-use framework |
| 7) | Presentations |
| 8) | Microteachings |
| 9) | Teaching grammar through texts |
| 10) | Grammar acquisition activities |
| 11) | Error correction |
| 12) | Microteachings and students’ perspectives of grammar teaching |
| 13) | Varieties of lesson plans |
| 14) | Textbook evaluation presentations |
| 15) | Final presentation period |
| 16) | Final presentation period |
| Required/Recommended Readings | How to Teach Grammar (Thornbury, 1999) Pearson | ||||||||||||||||||
| Teaching Methods | The course will require extensive reading. Multimedia lecturing will be employed using audio, video, and PowerPoint. Students will do individual, group, and whole class work. Frequent quizzes on the readings should be expected. Class discussion and active participation is expected. | ||||||||||||||||||
| Homework and Projects | Students should be prepared to read 2 to 3 hours per week. Students will read the textbook and read and produce written reactions to research articles. Students will conduct a small-scale action research project in groups. Students will select and evaluate a grammar textbook. Students will prepare lessons and give short demonstration lessons (microteachings). | ||||||||||||||||||
| Laboratory Work | None | ||||||||||||||||||
| Computer Use | Students will be using the computer extensively for reading, exercises, research, written assignments and communication. | ||||||||||||||||||
| Other Activities | Group and whole class discussions | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
ciftcih@mef.edu.tr Attendance is required for 70% of the course session, if you exceed this you may fail by F or FX. Any plagiarism or academic dishonesty will be treated very seriously with the most serious appropriate disciplinary action in the education context. Plagiarism involves copying any material from a book, online material, or another student or your own papers previously completed and graded in other classes without using proper citation. Plagiarism also involves asking anyone to review or do your assignment. Rules for attendance: The student must attend at least 70% of the classes. Statement on academic dishonesty and plagiarism: Law on Higher Education Article 54. |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 3 | 2 | 84 | ||
| Homework Assignments | 4 | 4 | 3 | 28 | |||
| Midterm(s) | 1 | 5 | 2 | 7 | |||
| Final Examination | 1 | 8 | 2 | 10 | |||
| Total Workload | 129 | ||||||
| Total Workload/25 | 5.2 | ||||||
| ECTS | 5 | ||||||