| Course Title | Code | Language | Type | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| Course Content Development in Teaching English | İNÖ401 | English | Compulsory | 7. Semester | 3 + 0 | 3.0 | 3.0 |
| Prerequisite Courses | |
| Course Level | Undergraduate |
| Mode of delivery | Face-to-Face |
| Course Coordinator | Dr. Öğr. Üyesi Osman DÜLGER |
| Instructor(s) | Dr. Öğr. Üyesi Osman DÜLGER (Güz) |
| Goals | The purpose of this course is to introduce on how to select, adapt, develop and evaluate the materials. |
| Course Content | Theory and principles of ELT materials design (e.g.: selecting, adapting, developing and evaluating materials) and the basic arguments for and against the use of coursebooks in the classroom; the relation between methodology, ideology and the coursebook writer; format for the selection of language materials: suitability regarding the format, the students’ proficiency level, learnability, ease of use, cultural content, availability of communicative interaction and language use, and the use of corpus-based authentic materials set in a real-world context which allows learners to interact with each other or the teacher in meaningful ways; adapting or developing materials for language teaching: adapting coursebook materials to particular learning needs and teaching contexts, designing teaching materials and supplementing materials parallel to the methodology, to the level and needs of the students and to present school environment; evaluation of materials and text books used in EFL classroom settings, language material and textbook evaluation criteria and ways to relate materials design to current ELT methodology. |
| # | Öğrenme Kazanımı |
| 1 | By the end of this course, students will be able to define theories and principles of course content and materials design in English language teaching. |
| 2 | By the end of the lesson, students will be able to discuss basic and contrary views on the use of English textbooks. |
| 3 | By the end of this course, students will be able to adapt and develop materials for language teaching. |
| 4 | By the end of this course, students will be able to design their own teaching materials and supplementary materials according to the appropriate method, student level, needs and current school environment. |
| 5 | By the end of this course, students will be able to evaluate English content and materials. |
| Week | Topics/Applications | Method |
|---|---|---|
| 1. Week | Theories and principles of course content and materials design in teaching English | Preparation, After Class Study, Research, Presentation (Preparation), Practice, Other Activities, Interview |
| 2. Week | Basic and contrary views on the use of English textbooks; methodology, ideology, and the course book writer. | Presentation (Preparation), Research, Other Activities, Interview, Preparation, After Class Study, Practice |
| 3. Week | Principles of course content development and selection of course materials. | Interview, Practice, Research, Other Activities, Preparation, After Class Study, Presentation (Preparation) |
| 4. Week | Communicative interaction and language use | Presentation (Preparation), Preparation, After Class Study, Interview, Research, Other Activities, Practice |
| 5. Week | Corpus-based authentic materials | Interview, Research, Practice, Other Activities, Presentation (Preparation), Preparation, After Class Study |
| 6. Week | Adaptation of materials for language teaching | Interview, Presentation (Preparation), Practice, Preparation, After Class Study, Other Activities, Research |
| 7. Week | Development of materials for language teaching | Other Activities, Practice, Presentation (Preparation), Preparation, After Class Study, Interview, Research |
| 8. Week | Midterm 1 | |
| 9. Week | Mid-Term Exam | Research, Interview, Presentation (Preparation), Preparation, After Class Study, Practice, Other Activities |
| 10. Week | Designing teaching materials and supplementary materials according to the appropriate method, learner level, learner needs and school environment | Practice, Preparation, After Class Study, Other Activities, Presentation (Preparation), Research, Interview |
| 11. Week | Designing course content according to the appropriate method, student level, needs and school environment | Other Activities, Interview, Research, Presentation (Preparation), Practice, Preparation, After Class Study |
| 12. Week | Evaluation criteria for language teaching materials and textbooks | Preparation, After Class Study, Research, Interview, Presentation (Preparation), Practice, Other Activities |
| 13. Week | Evaluation of English course content | Preparation, After Class Study, Interview, Presentation (Preparation), Practice, Other Activities, Research |
| 14. Week | Final | Practice, Preparation, After Class Study, Interview, Research, Presentation (Preparation), Other Activities |
| No | Program Requirements | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | He/she speaks English very well and is knowledgable about the concepts related to English language teaching and its pedagogy. | ✔ | |||||
| 2 | He/she adapts the language teaching programs, strategies, approaches and techniques to his/her own teaching conditions. He/she also makes use of his/her existent knowledge of language testing and evaluation. | ✔ | |||||
| 3 | He/she chooses the best teaching strategies, approaches and techniques, considering the individual and developmental differences of students and the subject area. | ✔ | |||||
| 4 | He/she develops appropriate teaching materials, taking the students' needs into consideration. | ✔ | |||||
| 5 | He/she collaborates with other English teachers, participates in various organizations and conferences and follows the recent literature on language teaching. | ✔ | |||||
| 6 | Is aware of the theoretical foundations (philosophical, sociological, psychological, historical, legal, economic, etc.) on which education is based and reflects these theories in their practices. | ✔ | |||||
| 7 | Is aware of the attitude, responsibility, and ethical values related to the teaching profession and behaves accordingly. | ✔ | |||||
| 8 | Plans, implements, and evaluates the learning-teaching process effectively, considering the curricula' basic concepts, principles, and characteristics. | ✔ | |||||
| 9 | Designs and manages an effective and supportive learning environment based on learning and teaching theory, approach, strategy, methods, and instructional technologies in creating the learning-teaching process. | ✔ | |||||
| Program Requirements | DK1 | DK2 | DK3 | DK4 | DK5 |
|---|---|---|---|---|---|
| PY1 | 5 | 2 | 2 | 2 | 4 |
| PY2 | 3 | 4 | 2 | 5 | 4 |
| PY3 | 5 | 4 | 5 | 4 | 5 |
| PY4 | 5 | 4 | 2 | 5 | 5 |
| PY5 | 5 | 5 | 2 | 5 | 4 |
| PY6 | 5 | 5 | 5 | 5 | 5 |
| PY7 | 5 | 5 | 5 | 5 | 5 |
| PY8 | 5 | 5 | 5 | 5 | 5 |
| PY9 | 5 | 5 | 5 | 5 | 5 |
| Ders Kitabı veya Notu | Ders Kitabı veya Ders Notu bulunmamaktadır. |
|---|---|
| Diğer Kaynaklar |
|
| ECTS credits and course workload | Quantity | Duration (Hour) | Total Workload (Hour) | |
|---|---|---|---|---|
|
Ders İçi |
Class Hours | 13 | 3 | 39 |
|
Ders Dışı |
Research | 4 | 3 | 12 |
| Practice | 5 | 5 | 25 | |
|
Sınavlar |
Midterm 1 | 1 | 1 | 1 |
| Final | 1 | 1 | 1 | |
| Total Workload | 78 | |||
| *AKTS = (Total Workload) / 25,5 | ECTS Credit of the Course | 3.0 | ||
