| School/Faculty/Institute | Faculty of Education | ||||
| Course Code | ELT 433 | ||||
| Course Title in English | Teaching Pronunciation | ||||
| Course Title in Turkish | Söyleyiş Öğretimi | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Advanced | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 130 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Co-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To improve one’s English pronunciation and to integrate theoretical and practical knowledge on English pronunciation into prospective teaching practice. | ||||
| Course Description | The aims of this course are to improve students’ English pronunciation skills and to introduce them to various theoretical and practical aspects of English pronunciation. The importance and relevance of proper pronunciation for successful communication will be emphasized. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) use the International Phonetic Alphabet for learning and teaching purposes 2) demonstrate awareness of varieties of English 3) prepare lesson plans to teach various aspects of English pronunciation 4) produce accurate, fluent and comprehensible English. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) Has a broad foundation and intellectual awareness with exposure to mathematics, history, economics, and social sciences | ||||
| 2) Demonstrates knowledge and skills in different functional areas of business (accounting, finance, operations, marketing, strategy, and organization) and an understanding of their interactions within various industry sectors | ||||
| 3) Applies theoretical knowledge as well as creative, analytical, and critical thinking to manage complex technical or professional activities or projects | ||||
| 4) Exhibits an understanding of global, environmental, economic, legal, and regulatory contexts for business sustainability | ||||
| 5) Demonstrates individual and professional ethical behavior and social responsibility | ||||
| 6) Demonstrates responsiveness to ethnic, cultural, and gender diversity values and issues | ||||
| 7) Uses written and spoken English effectively (at least CEFR B2 level) to communicate information, ideas, problems, and solutions | ||||
| 8) Demonstrates skills in data and information acquisition, analysis, interpretation, and reporting | ||||
| 9) Displays computer proficiency to support problem solving and decision-making | ||||
| 10) Demonstrates teamwork, leadership, and entrepreneurial skills | ||||
| 11) Displays learning skills necessary for further study with a high degree of autonomy |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Has a broad foundation and intellectual awareness with exposure to mathematics, history, economics, and social sciences | N | |
| 2) | Demonstrates knowledge and skills in different functional areas of business (accounting, finance, operations, marketing, strategy, and organization) and an understanding of their interactions within various industry sectors | N | |
| 3) | Applies theoretical knowledge as well as creative, analytical, and critical thinking to manage complex technical or professional activities or projects | N | |
| 4) | Exhibits an understanding of global, environmental, economic, legal, and regulatory contexts for business sustainability | N | |
| 5) | Demonstrates individual and professional ethical behavior and social responsibility | N | |
| 6) | Demonstrates responsiveness to ethnic, cultural, and gender diversity values and issues | N | |
| 7) | Uses written and spoken English effectively (at least CEFR B2 level) to communicate information, ideas, problems, and solutions | S | Presentation |
| 8) | Demonstrates skills in data and information acquisition, analysis, interpretation, and reporting | S | Participation |
| 9) | Displays computer proficiency to support problem solving and decision-making | N | |
| 10) | Demonstrates teamwork, leadership, and entrepreneurial skills | S | Participation |
| 11) | Displays learning skills necessary for further study with a high degree of autonomy | S | Participation |
| Prepared by and Date | , December 2023 |
| Course Coordinator | DERYA ALTINMAKAS |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. GÖKMEN GEZER |
| Week | Subject |
| 1) | Introduction to the course and its requirements |
| 2) | An introduction to English pronunciation; speech accents; spoken varieties of English; potential problems for Turkish learners of English |
| 3) | Teaching pronunciation; problems and approaches; techniques and activities |
| 4) | Articulatory phonetics; segmental and suprasegmental features |
| 5) | English consonants and consonant clusters + practice |
| 6) | English vowels and diphthongs + practice |
| 7) | Weak forms + practice [Quiz] |
| 8) | English morphophonemics + practice |
| 9) | Connected speech; clusters; link-up + practice |
| 10) | Word stress, sentence stress and rhythm + practice |
| 11) | Intonation + practice [Submission of lesson plans] |
| 12) | Pronunciation and spelling + practice |
| 13) | Student presentations (lesson plans) |
| 14) | Student presentations (spoofs) |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Bowen, T., & Marks, J. 1992. The pronunciation book: Student-centred activities for pronunciation work. Burnt Mill: Longman Hancock, M. 1996. Pronunciation games. Cambridge: Cambridge Univ. Press. Hewings, M. 2004. Pronunciation practice activities: A resource book for teaching English Hooke, R. & J. Rowell. 1982. A Handbook of English Pronunciation. Edinburgh: Edward Arnold Publishers Ltd. Kelly, G. 2000. How to teach pronunciation. Edinburgh: Longman/Pearson. Laroy, C. 1995. Pronunciation. Oxford: Oxford Univ. Press. Mortimer, C. 1985. Elements of Pronunciation: Intensive practice for intermediate and more advanced students. Cambridge: Cambridge Univ. Press. pronunciation. Cambridge: Cambridge Univ. Press. Tench, P. 1981. Pronunciation Skills. London: MacMillan Publishers. | ||||||||||||||||||
| Teaching Methods | Lecture; in-class pronunciation practice activities; regular attendance and active participation; independent study and/or group work | ||||||||||||||||||
| Homework and Projects | An individual or group presentation on a relevant topic; an individual or group project on a relevant topic (lesson plan) | ||||||||||||||||||
| Laboratory Work | --- | ||||||||||||||||||
| Computer Use | --- | ||||||||||||||||||
| Other Activities | --- | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
altinmakasd@mef.edu.tr 543 Attendance is required for 70% of the course session, if you exceed this you may fail by F or FX. 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. Statement on academic dishonesty and plagiarism: Law on Higher Education Article 54 |
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| 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 | 2 | 3 | 1 | 84 | ||
| Homework Assignments | 4 | 4 | 3 | 28 | |||
| Final Examination | 1 | 16 | 2 | 18 | |||
| Total Workload | 130 | ||||||
| Total Workload/25 | 5.2 | ||||||
| ECTS | 5 | ||||||