ELT 101 Contextual Grammar I (3-0-3)
This course aims to promote understanding the relation between language structures and lexical items as well as raising awareness about the attribution of meaning by means of these structures. Within the framework of a context, advanced language structures are analyzed so as to establish relations between form and text type. Synthesizing these structures, students produce advanced level texts employing these structures. The course also emphasizes interactive activities such as group and pair work.
ELT 103 Advanced Reading and Writing I (3-0-3)
This course presents a wide range of authentic reading materials including newspapers, journals, reviews and academic texts in order to comprehend contrasting viewpoints and to predict and identify main ideas. It also aims to equip students with intensive and extensive reading habits. Critical thinking skills such as synthesizing information or analyzing a problem as well as reacting on the basis of evaluation are fostered. Such sub-skills of reading are employed by the students’ in their writings. Students also analyze and produce different types of writings (e.g. expository paragraph, descriptive paragraph, narrative paragraph, etc.); build up writing skills emphasizing the organization, coherence, and cohesion and such sub-skills as summarizing, outlining, and paraphrasing at paragraph level. The use of spelling and punctuation conventions as well as non-alphabetic symbol use will be practiced as well.
ELT 105 Listening and Pronunciation I (3-0-3)
This course aims to develop students’ listening and pronunciation skills while gaining confidence in communicating in English. It employs authentic listening materials and speech samples used in different discourses in order to be analyzed as communication-oriented classroom activities. Starting from basic listening and phonetic skills such as discriminating minimal pairs and formulating phonetic transcriptions of problematic sounds focused in class, the course will focus on higher level listening skills and strategies by integration of reading and writing to the course curriculum through content-based activities. Students will be provided with the fundamentals of listening and phonetics namely vowels, consonants, stress in words, rhythm and intonation as well as the usage of phonetic alphabet for learning and production purposes. Collaborative learning through group and pair work will be encouraged.
ELT 107 Oral Communication Skills I (3-0-3)
This course offers a variety of different communication-oriented speaking activities such as discussions, individual presentations and other interactive tasks providing opportunity for students to improve their oral competence by developing effective language use both in formal and informal contexts. By exploring components of communicative competence, this course aims to equip students with the necessary skills to become successful communicators as well as language teachers. Students will utilize the theoretical and practical knowledge acquired in listening and pronunciation courses in delivering brief informative, persuasive presentations. Students will develop a good command in supra-segmental features (pitch, stress and intonation) as well. Besides, students will be acquainted with the use of audiovisual aids (OHP, power point, posters) and techniques which will help them become effective speakers.
GCC 101 Turkish I: Writing (2-0-2)
Basic characteristics of writing, differences between written and spoken language, narrative skills, elements of paragraph writing, paragraph development, text types (letters, formal application letters, reports, academic texts, formal texts), text features, maintaining unity and coherence, planning writing, writing essays.
GCC 103 Computer I (2-2-3)
Information technologies, basic issues in software and hardware, word processors, Excel, Power Point, use of the Internet in education, the effects of information technologies on social structure and their place in education, security and information technologies, ethical issues.
GCC 105 Effective Communication(3-0-3)
Interpersonal communication, communication models, elements of communication, effective and reflective listening, barriers to interpersonal communication, elements of effective communication, the role of emotions in communication, conflict resolutions, effective communication between teachers, students and parents, practical applications of communicative events.
EDU 103 Introduction to Education Science(3-0-3)
Basic educational concepts, functions of education (philosophical, social, legal, psychological, economic and political), the relation between education and other fields, historical development of education, directions in education in the new millennium, the Turkish education system and its characteristics, the role of teachers in education, characteristics of teachers, new practices and perspectives in teacher training.
ELT 102 Contextual Grammar II (3-0-3)
This course is a continuation of Contextual Grammar I. This course leads students to have a critical perspective into the advanced level structures (e.g. word classes, elements of the sentence, types of sentence, sentence fragments etc.) of different types of texts on a contextual level. Building upon analysis and synthesis, students evaluate the most problematic forms of English grammar with guidance in their function and usage using methods such as error analysis or discourse analysis. Besides presenting a descriptive review of the forms and function of advanced English grammar structure, this course encourages students to develop a critical stance toward the use of these structures in various contexts. The course also emphasizes interactive activities such as group and pair work.
ELT 104 Advanced Reading and Writing II (3-0-3)
This course is a continuation of Advanced Reading and Writing I. This course promotes higher level thinking skills. By processing a variety of different authentic reading texts, students will develop superior-level sub-skills of reading namely, making inferences and deductions, and reading between the lines. Students will relate inferences from the text to real life, and gain insights into the cultural similarities and differences. By means of the awareness gained from the texts, students will analyze, synthesize and evaluate information and therefore, in their compositions, react to readings. Students will also analyze and produce different types of essays (e.g. comparison and contrast, classification, process analysis, cause-and-effect analysis, and argumentative) that are unified, coherent and organized. In addition to the integration of reading with writing, research-based instruction will be adopted, so that students will develop basic research skills including library/internet search, and basic research report writing skills such as citing, paraphrasing and referencing.
ELT 106 Listening and Pronunciation II (3-0-3)
This course is a continuation of Listening and Pronunciation I, this course will focus on basic skills and principles of listening and phonetics. A variety of different authentic listening texts and academic presentations will be utilized to develop students’ receptive listening skills. This course includes such sub-skills of listening as note-taking, predicting, extracting specific and detailed information, guessing meaning from context, and getting the gist. Throughout the course, students will be exposed to aural authentic listening materials such as interviews, movies, songs, lectures, TV shows and news broadcasts. This course also aims to equip student teachers with a strong sensitivity towards different accents of English language being spoken around the world. Collaborative learning through group and pair work will be encouraged.
ELT 108 Oral Communication Skills II (3-0-3)
This course is a continuation of Oral Communication Skills I. It offers extended communicative tasks such as debates, role-plays, individual and group presentations, impromptu speeches and other interactive tasks providing opportunity for students to improve their oral competence by developing effective language use both in formal and informal contexts. Integrating different reading and listening texts into communication-oriented tasks, this course aims to develop students’ productive skills beyond their receptive skills. The course includes discussion topics, interesting facts, stimulating quotes as well as literary texts which are structurally and intellectually complex and thought-provoking thus promoting interest and motivation in communication. Common pronunciation mistakes are listed and discussed so as to raise the awareness of students as future language teachers. It also aims to develop students’ strategic competence to be utilized in repairing communication breakdowns as communication.
ELT 110 Lexical Competence(3-0-3)
This course aims to raise students’ understanding of the relation between lexical items and structural forms as well as expanding their vocabulary knowledge by focusing on the components of word formation including prefixes and suffixes. Students also learn idioms, collocations, slang, euphemisms, neologisms, proverbs and phrasal verbs to help them to better explore, review, play with and enhance their spoken and written expression. Throughout the course, students will engage in interactive content-based tasks such as problem-solving activities, error analysis, and journals writing to increase their vocabulary span.
GCC 102 Turkish II: Oral skills (2-0-2)
Basic characteristics of oral language, oral expressions, basic features of oral skills (using natural and correct body language), principles of effective speeches and qualities of effective speech makers (stress, intonation, pause, diction), rehearsed and unrehearsed speech, steps of making public speeches (audience, topic selection, purpose, structure, timing, planning and presentation), speech kinds (conversations, debates, speeches, interviews, radio and TV speeches, speeches on different occasions, etc), practicing oral communication, correcting communication errors)
GCC 104 Computer II (2-2-3)
Basic issues in computer-aided instruction, its elements, theoretical background, benefits and limitations, application models, common formats used in computer-aided instruction, selection and evaluation of course software, applications of distance learning, database applications, negative effects of computers and the Internet on young learners and some protection methods from them.
EDU 102 Educational Psychology (3-0-3)
The relation between education and psychology, definitions and functions of educational psychology, human development (physical, cognitive, emotional, social and moral), learning theories and their reflection on teaching process, effective learning and its factors (motivation, individual factors, group dynamics and their effects on classroom teaching).
ELT 201 English Literature I (3-0-3)
This introductory course includes brief cultural history of British and American literature and literary works written in English, fundamental terms and techniques used while studying a literary text, introduction to the major genres and styles in literature, and introduction to the movements and periods in literature in English. Students analyze the content and style of various literary texts such as short story, poem, drama and novel representing different periods and genres of English literature. This course also focuses on developing an appreciation for literature’s contribution to our understanding of life. Students use literary tools to analyze and critically evaluate the works they have read. This course, through classroom discussions, aims to help students gain a critical perspective towards the texts. Students also analyze literary arts used in these texts, and interpret them so as to make deductions, inferences and evaluations.
ELT 203 Linguistics I (3-0-3)
This course gives an introduction to the basic concepts in linguistic analysis; understanding the nature, structure, and use of language by way of awareness raising activities, error analysis of language learners’ production, case studies, and comparative analysis of native and target languages. The topics under investigation are the components of language as a system: linguistic competence and performance, branches of linguistics, types of grammar, language universals, creativity of linguistic knowledge, arbitrariness of language, sign languages, artificial languages and animal communication; brain and language:, lateralization and handedness, evolution of language, human language processing models, research on language and disorders (e.g., dichotic listening, split brain, WADA); phonetics: acoustic, auditory and articulatory phonetics, speech organs, phoneme, vowels and consonants, IPA, diphthongs, tripthongs, manner and place of articulation; phonology: sound patterns, assimilation, dissimilation, linking, consonant clusters, silent letters, suprasegmentals, stress and intonation.
ELT 205 Approaches to ELT I (3-0-3)
This course presents basic issues and processes in ELT course design. It focuses on identifying the difference among approach, method and technique and the significance of these concepts in course design. A critical overview of methods and approaches taking a historical perspective is presented: Grammar Translation Method, Direct Method, Audio-lingual Method, Silent Way, Community Language Learning, Suggestopedia, Communicative Approach, the Natural Approach. Student teachers will discover and synthesize classroom application possibilities of such methods through designing micro-teaching of activities associated with them.
ELT 207 English-Turkish Translation(3-0-3)
This course includes the fundamental theories and approaches in the science of translation. Students translate a variety of different authentic English texts into Turkish. Besides translation activities from diverse areas, students also engage in error analysis tasks in which they critically evaluate the appropriateness of the various translations of the same text and its comparison to their own translation by employing different translation skills. Various aspects of translation will be evaluated including style, word selection, the role and importance of translation in language learning and teaching and cultural aspects of translation. The practical aspect of the course will go hand in hand with readings covering theoretical grounds pertinent to current issues in the field of translation. Exposure to and translation of ELT-related materials will also be encouraged.
ELT 209 Oral Expression and Public Speaking (3-0-3)
This course is an introduction to public speaking and focuses on development of practical skills for effective communication. It emphasizes fundamental stages of speech preparation and delivery including adopting and developing audio and visual aids. Throughout the course, students will deliver extended presentations as an outcome of extensive reading and research. Samples of successful presentations will be analyzed in terms of the appropriateness of content, form, and audiovisual aids. The course also aims to foster students’ oral and written language skills in job-related situations such as interviewing, socializing, telephoning, presenting information, holding meetings as well as CV and application writing.
GCC 201 History of Turkish Education (2-0-2)
This course focuses on the importance of history of Turkish education from an educational perspective; education and educational institutions, educational improvements from the pre-republican period to present. This course also provides detailed information related to the reforms of Turkish education. It provides knowledge related to the historical background of the reforms, philosophical and political foundation. The students are provided with the necessary information related to the Law of Tevhid-I Tedrisat, historical foundations, context, application and importance, secularity in Turkish Education system as well as the details related to the co-education and education provided for girls. The course also provides extensive knowledge about the main principles of Turkish Education System, Village Educational Institutions, Educational Institutions, Teacher Training Schools, Universities and Teacher Education Institutions to understand the progress in Turkish Education up-to-present.
EDU 209 Teaching Principles and Methods (3-0-3)
This course aims at introducing the basic issues in teaching, learning and teaching principles, the importance of planning in teaching, planning teaching,(unit-based yearly plans, daily plans, and examples of activities), learning and teaching strategies, instructional methods and techniques and their applications, instructional tools, tasks and responsibilities of teachers in improving quality of teaching and teacher efficacy.
ELT 202 English Literature II (3-0-3)
This course is a continuation of English Literature I. It explores a variety of literary texts from a range of eras and writers of British and American literature and literary works written in English, accordingly. Students will have the chance to practice their knowledge about key terms and concepts by analyzing literary texts in order to identify these concepts and their use in a text. The course will provide a solid foundation about the fundamental movements and periods in literature written in English. Through the use of selected literary texts from various periods, fundamental concepts, terms, techniques and literary, philosophical and scientific approaches in these literatures will be examined. Student teachers are expected to prepare focused writing assignments for designated topics.
ELT 204 Linguistics II (3-0-3)
This course is a continuation of Linguistics I. An elaboration on further topics in linguistics is presented by way of awareness raising activities, error analysis of language learners’ production data, case studies, and comparative analysis of native and target languages. The topics under investigation are: morphology; free and bound morphemes, compounds, inflectional morphology, derivational morphology, morphemic analysis, morphological typology of languages, analysis of the internal hierarchical structure of words, morphonological variation; syntax: word categories, phrase and clause structure, transformational-generative grammar, government and binding, minimalist program, argument structure, theta-roles; pragmatics: deixis, implicature, conversational maxims, speech acts and politeness. Socio-linguistics; dialects, register, style; discourse: criteria for textuality, types of cohesive devices, discourse connections, functions, the discourse situation, institutional discourse, and similar topics.
ELT 206 Approaches to ELT II (3-0-3)
As a continuation of Approaches to ELT I, this course focuses on current issues and practices in ELT course design, selecting the appropriate approach suitable to learner needs based on current distinctions such as ESL, EFL, EIL, ESP, EAP. It outlines current foreign language teaching trends such as constructivist approach, content-based instruction, task-based instruction, problem-based teaching, multiple intelligences, whole language approach and corpus-based applications of language teaching and designing micro-teaching of activities associated with them. This course aims to raise awareness of issues of culture and classroom second/foreign language learning, of technology use in language classrooms, and of the need for developing communicative and intercultural competencies for the language learner and teacher of the globalized world and designing micro-teaching of activities associated with them.
ELT 208 Language Acquisition (3-0-3)
This course presents an overview of the theories of first and second language acquisition (e.g.: behaviorism, innatism, information processing, connectionism, the interactionist position) and focuses on the developmental stages and sequences of first and target language acquisition. Case studies, comparative analysis of the use of native and target languages in corpus data (e.g.: CHILDES database), recordings and/or transcriptions of real second language classroom interaction will be employed for the analysis of first and second language acquisition; comparison of second language acquisition in children and in adults; identifying developmental sequences in first language acquisition; stages in second language morpho-syntactic development; processes in second language acquisition; learner characteristics and individual variation in ultimate attainment in second language acquisition (e.g.: role of personality, language aptitude, intelligence, age of acquisition, motivation and attitudes, learner preferences and beliefs); differences between second language acquisition and foreign language learning contexts (e.g.: natural vs. instructional settings). Lectures, group and pair work activities will be utilized.
GCC 202 Research Methods (2-0-2)
Science and scientific concepts, basic issues in the history of science, format of scientific research, scientific method, the problem, research design, sampling method, data gathering tools (qualitative and quantitative data gathering), recording, analysing, interpreting and reporting data.
EDU 204 Specific Teaching Methods I
Skills and knowledge in the following areas: Needs analysis, formulation of objectives, syllabus design, lesson planning. Different stages of a lesson, lesson planning and reflection. Criteria for the design of an appropriate syllabus considering students` proficiency and age levels, and course objectives. Criterion-based teaching, proficiency (level) descriptions, proficiency ratings, Common European Framework of Reference, European Language Portfolio, The Europass Language Passport.
EDU 206 Instructional Technologies and Materials Design (2-2-3)
Issues in instructional technology, types of instructional technologies, the role and use of instructional technology in the teaching process, specifying school and classroom-based technological needs, planning appropriate technologies, producing 2 and 3 dimensional materials through technology, developing teaching materials (worksheets, overhead transparencies, slides, visual media (VCD, DVD), computer-based tools), evaluation of instructional software, Internet and distance education, visual-design principles.
ELT 301 Teaching English to Young Learners I (2-2-3)
This course gives an overview of the difference between young learners (K-6) and learners at other ages (in terms of learning of language structures, skills and sub-skills) and misconceptions about young learners. The aim of the course is to help student teachers identify learner styles (e.g.: visual, auditory, kinesthetic) and strategies (e.g.: meta cognitive, cognitive, socio affective) of young learners and developing activities (e.g.: puzzles, stories and games, simulations) and audio visual aids (e.g.: pictures, realia, cartoons, puppets, songs) for the teaching of vocabulary, language skills and structures; select and sequence teaching points and adapt and evaluate materials according to the cognitive and affective development and language level of the learners; to outline classroom management techniques necessary for teachers of young learner classrooms; to emphasize the importance of collaborative learning and interaction through group and pair work, and of ways to encouraging young learners to respect each other’s learning styles and strategies, and sharing responsibility for self and others learning.
ELT 303 Specific Teaching Methods II (2-2-3)
This course, which is a continuation of STM I, aims to equip students with tools to be able to diagnose language teaching problems and find remedies through classroom-based, teacher-centered and action research. Students will design lesson plans and conduct micro-teaching sessions. Students will also be introduced to professional organizations such as TESOL, INGED, as well as to ELT journals to discuss relevant selected articles.
ELT 305 Teaching Four Skills I (2-2-3)
This course concentrates on building language awareness and teaching skills through a detailed study of techniques and stages of teaching listening, speaking,pronunciation and vocabulary to language learners at various ages and language proficiency levels. Student teachers will design individual and/or group micro-teaching activities focusing on the language skills above with adherence to principles of lesson planning and techniques of the specific skills for a variety proficiency levels.
ELT 307 Literature and Language Teaching I (3-0-3)
This course concentrates on the analysis of examples from British and American short stories and novels and those which are originally produced in English; and identification of the distinctive features of short stories and novels. Student teachers will explore different approaches to using literature with teenage and adult learners at all levels; examining ways in which the teaching of literature and language can be integrated in these two genres (short story and novel) and exploring theoretical and practical dimensions of this integration. This course will provide linguistic and artistic enrichment by teaching the analysis of literary texts as content and as context. Through this course, student teachers will also investigate how culture teaching is possible through short stories and drama in the following domains: comparison and contrast between objects or products that exist in the target and native culture; proverbs, idioms, formulaic expressions which embody cultural values; social structures, roles and relationships; customs/rituals/traditions; beliefs, values, taboos and superstitions; political, historic and economic background; cultural institutions; metaphorical/connotative meanings, use of humour. Moreover, the course will sensitize the students towards social issues by presenting techniques on how to enrich the literary text through prose, underlining the importance of using activities based on literary texts to create an awareness of one’s contribution to society. This course also touches upon the examination and evaluation of literary texts as motivating language material.
ELT 309 Second Foreign Language I (2-0-2)
Depending on the facilities of the department, the student teachers may have the option of learning one of the following languages as a second foreign language requirement: German, French, Spanish, Italian, Arabic, Japanese, Chinese, Russian or Greek.This course is an introduction to the basics of a second foreign language. It aims at providing student teachers with the skills required for basic communication. The aim for student teachers is to understand simple every day dialogues and basic reading texts, express themselves and ask questions in the basic spoken language. To fulfill these aims, dialogues and reading texts are utilized. Student teachers are exposed to the basic structures and vocabulary items of the target language in communicative contexts, but grammar is not the primary focus. Listening is an important component of the course and is integrated especially with speaking. Besides, some insights into the target culture and life style will be given. This course is prerequisite for Second Foreign Language II and III.
GCC 301 Drama (2-2-3)
Nature, purpose and function of educational drama, its distinction from similar concepts such as psychodrama, creative drama, theater-drama. Exploring the early development of the subject, educational drama and its practical application, classification of educational drama according to age groups and fields of study, special techniques in educational drama, evaluation of educational drama, examples of educational drama, developing drama activities for your classroom.
EDU 309 Classroom Management (2-0-2)
Basic issues in classroom management, distinctions between discipline maintenance and classroom management, communication and interaction in the classroom, inside and outside factors affecting classroom climate, classroom management models, establishing and observing classroom rules, effective classroom arrangements, handling misbehaviour, time management, classroom organization, establishing an effective classroom climate for learning, case studies and suggestions.
ELT 302 Teaching English to Young Learners II (2-2-3)
This course is a continuation of Teaching English to Young Learners I. The intent of the course is analyzing how to design young learner course syllabuses focusing on the applicability of different syllabus types (e.g.: story-based, content-based, theme-based, task-based) and the effective ways to make use of child literature within a chosen syllabus. Analysis and discussions of video recordings of young learner classrooms with reference to classroom management, presentation of language and practice in class will be utilized. Student teachers will design a course and/or materials for a chosen syllabus type teaching activities and assessment practices for a diverse range of young learners (K-6).
ELT 304 Turkish-English Translation (3-0-3)
Being the counterpart of English-Turkish Translation, this course will rely on both theoretical as well as practical grounds. Adopting a contrastive analysis method, students evaluate the effectiveness of a translation paying attention to the idiosyncrasies regarding the unique nature of Turkish and English. Various aspects of translation will be evaluated including style, word selection, the role and importance of translation in language learning and teaching and cultural aspects of translation. The practical aspect of the course will go hand in hand with readings covering theoretical grounds pertinent to current issues in the field of translation. Exposure to and translation of ELT-related materials will also be encouraged.
ELT 306 Teaching Four Skills II (2-2-3)
This course is a continuation of Teaching Language Skills I. This course concentrates on building language awareness and teaching skills through a detailed study of techniques used in and stages of teaching reading, writing, and grammar to language learners at various ages and language proficiency levels. Student teachers will design individual and/or group micro teaching activities focusing on the integration of the language skills above with adherence to principles of lesson planning and techniques of the specific skills for a variety proficiency levels.
ELT 308 Literature and Language Teaching II (3-0-3)
This course is a continuation of Literature and Language Teaching I. It concentrates on the characteristics of poetry and drama as a literary genre; approaches to analyzing ways to use contemporary poetry and drama from British, American literature and those which are originally produced in English, employing activities that help students analyze literature as context and as content. The course elaborates on ways in which the teaching of literature and language can be integrated in these two genres (poetry and drama) and explores theoretical and practical dimensions of this integration. Through this course, student teachers will investigate how teaching cultural and social issues is possible through poetry and drama in the following domains: comparison and contrast between objects or products that exist in the target and native culture; proverbs, idioms, formulaic expressions which embody cultural values; social structures, roles and relationships; customs/rituals/traditions; beliefs, values, taboos and superstitions; political, historic and economic background; cultural institutions; metaphorical/connotative meanings, use of humour. This course also touches upon the examination and evaluation of literary texts as motivating language material. Application of various language based activities to literary texts through peer teaching will be utilized.
ELT 310 Second Foreign Language II (2-0-2)
This course is a continuation of beginning level of second foreign language. It aims at providing communicative tasks for student teachers to actually communicate in the target language. Student teachers will be exposed to commonly occurring grammatical patterns and vocabulary items in written texts such as newspapers, magazines and short stories. Simple writing tasks will also be integrated into the course. Both listening and speaking are important components of this course and more vocabulary items will be presented through longer dialogues and reading texts. More insights into the target culture and life style will be given through the use of authentic materials. This course is prerequisite for second foreign language III
GCC 302 Community Service (1-2-2)
Significance of community service and its conduct in schools, identifying problems in society and designing projects towards their solution, participation in conferences, congresses, and seminars as audience, speaker, or organizer, volunteering to take part in certain projects,
EDU 306 Measurement and Assessment (3-0-3)
The scope and significance of measurement and assessment in education, basic issues in measurement and assessment, qualities of measurement tools (reliability, validity, practicality), measurement tools in education, conventional tools (essay exams, short answer tests, true-false tests, multiple choice tests, matching items, oral tests, homework), alternative assessment tools (observation, interviews, performance assessment, portfolios, research papers, research projects, peer assessment, self-assessment, attitude scales), basic statistical procedures on test results, assessment of learning outcomes, grading, developing measurement tools in the field of study.
ELT 401 Language Teaching Materials Adaptation and Development (3-0-3)
This course focuses on acquainting student teachers with the theory and principles of ELT materials design (e.g.: selecting, adapting, developing and evaluating materials) and equipping student teachers with the basic arguments for and against the use of coursebooks in the classroom. Student teachers will be sensitized to the relation between methodology, ideology and the coursebook writer. This course emphasizes issues related to 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. The following issues related to adapting or developing materials for language teaching are also taken up: adapting coursebook materials to particular learning needs and teaching contexts, and designing their own teaching materials and supplementing materials parallel to the methodology, to the level and needs of the students and to present school environment. Student teachers engage in the discussion of issues related to evaluation of materials and text books used in EFL classroom settings, are familiarized with language material and textbook evaluation criteria and ways to relate materials design to current ELT methodology.
ELT 403 Second Foreign Language III (2-0-2)
This course is a continuation of Second Foreign Language II. It aims at further developing student teachers’ reading and oral skills. Authentic texts of different genres will be studied in order to focus on more complex grammatical structures and advanced level vocabulary items. Student teachers are expected to make short oral presentations, produce role-plays, watch short extracts of movies in the target language and participate in simple discussions on a related topic in class and write letters and e-mails of greeting, complaint, response etc., diary entries and short paragraphs and essays. Further insights into the target culture and life style will be given through authentic classroom materials and research tasks.
ELT 405 Elective I: Novel (2-0-2)
Characteristics of a novel as a genre in literature; study and criticism of novels; study of representative British and American novels as literary genres.
GCC 401 National History (2-0-2)
The Industry Reform, the French Revolution, the collapse of the Ottoman Empire and the reform movements, the battles leading to the Independence War, foundation of the Grand National Assembly, abolishing the Sultanate.
EDU 413 School Experience (1-4-3)
Observing and recording daily routine at school, classroom observation, observation of classroom teaching with particular attention to the steps, procedures, techniques, classroom management, and assessment, organizational structure of the school, the principal and his/her conduct of duties, communication with the society, designing a portfolio for recording school experience outcomes.
EDU 415 Guidance (3-0-3)
Basic issues, counseling and guidance and their scope, principles of guidance, types of counseling and guidance, counseling services, counseling techniques, recent developments in the field, teacher-counselor cooperation, guidance tasks for teachers.
EDU 417 Special Education (2-0-2)
Nature and scope of special education, basic issues in special education, causes of impairment, diagnostics measures and treatment, children suffering from cognitive, hearing, mental, and visual impairment, ADD, hyperactivity, and autism; gifted children, the state of special education, associations and institutes for this purpose
ELT 402 English Language Testing and Evaluation (3-0-3)
This course presents an overview of basic concepts, principles and constructs of classroom-based assessment. It focuses on the identification of different types of tests and testing (e.g.: proficiency, achievement, diagnostic, and placement tests, direct vs. indirect testing, discrete point vs. integrative testing, norm referenced vs. criterion referenced testing, objective testing vs. subjective testing, communicative language testing) and various types of questions for a wide range of language assessment purposes, development and evaluation of such language tests and of other available types (e.g.: portfolio, self assessment, learner diaries). Student teachers are expected to prepare language tests for different age groups, different proficiency levels and various learner styles. Student teachers are familiarized with test preparation techniques for testing reading, writing, listening, speaking, vocabulary and grammar individually and testing language skills in an integrated manner. The course also promotes the understanding and application of basic descriptive and inferential statistical calculations and the principles underlying test design (e.g.: content, criterion related, construct, face validity; reliability, standard error of measurement and the true score; practicality). The course also covers stages of test construction, carrying out item analysis and interpretation of test scores, assessing standardized tests (e.g.: TOEFL, IELTS and exams accredited by the Council of Europe for the European Language Portfolio), teacher-prepared language tests and achieving beneficial backwash.
ELT 404 Elective II: Applied Linguistics
Raising and updating several issues in applied linguistics in accordance with the changing needs, conditions and circumstances of teacher trainees. The main areas under investigation are the fundamental branches of linguistics including, but not limited to, semantics and pragmatics. Students carry out linguistic analysis and apply their knowledge of linguistics to areas such as language teaching and translation for language teaching purposes. Student teachers are equipped with the awareness of the relevance and importance of linguistic knowledge in their professional life and careers.
ELT 406 Elective III: Computer-assisted language learning (CALL)
This online course presents an overview of CALL and its potential for second language classrooms. It provides a practical introduction to the use of computers in the teaching of foreign languages. It will explore ways in which computer work can be integrated into the language curriculum. Participants will have opportunities to use and evaluate CALL materials and applications and integrate them into language teaching and learning. Basic computer literacy such as mouse and keyboard skills are required.
GCC 402 National History II (2-0-2)
This course introduces the reforms made after the foundation of Turkish Republic of Turkey, Turkish foreign policy during and after Ataturk`s period.
EDU 404 Practice Teaching (2-6-5)
This is a course designed within a combined theory-practice framework which is intended to help the prospective teachers to observe and teach a group of students in real classroom situations in schools under supervision. This course aims to build up teaching skills, improve trainees’ teaching performance and develop an awareness of how students learn. During the practicum, the students are supposed to take a two-week theoretical and practical instruction from the course teacher and then spend an eight-week period observing actual English language teaching and learning situations in assigned classes with assigned teachers. The students also practice teaching in the same classes under the class teacher’s and the supervisor’s supervisions. During this eight-week period, each trainee will be observed by the supervisor in class.
EDU 410 Comparative Education (2-0-2)
This course examines education in group of countries by using data and insights drawn from practices and situation in these countries. The course also intends to analyze and compare field-specific implementations in the world comparing the Turkish Education System with others.
EDU 412 Turkish Education System and School Administration (2-0-2)
Aims, functions and basic principles of the Turkish education system, legal issues in education, the structure of the Turkish education system, administrative theories and processes, school organization and administration, personnel in school administration, society and its contributions to school organization.
|ELT101||Contextual Grammar I||3||0||3||0|
|ELT103||Advanced Reading and Writing I||3||0||3||0|
|ELT105||Listening and Pronunciation I||3||0||3||0|
|ELT107||Oral Communication Skills I||3||0||3||0|
|GCC101||Turkish I: Writing skills||2||0||2||0|
|EDU103||Introduction to Educational Science||3||0||3||0|
|TDE103||YAZILI ANLATIM I||3||0||3||0|
|TDE105||TÜRK DİL BİLGİSİ I||3||0||3||0|
|TDE107||OSMANLI TÜRKÇESİ I||3||0||3||0|
|TDE109||EDEBİYAT BİLGİLERİ I||3||0||3||0|
|TAR001||TÜRK İNKILAP TARİHİ I||2||0||0||0|
|ELT102||Contextual Grammar II||3||0||3||0|
|ELT104||Advanced Reading and Writing II||3||0||3||0|
|ELT106||Listening and Pronunciation II||3||0||3||0|
|ELT108||Oral Communication Skills II||3||0||3||0|
|GCC102||Turkish II: Oral Skills||2||0||2||0|
|TDE106||TÜRK DİL BİLGİSİ II||3||0||3||0|
|TDE108||OSMANLI TÜRKÇESİ II||3||0||3||0|
|TDE110||EDEBİYAT BİLGİLERİ II||3||0||3||0|
|TDE112||YAZILI ANLATIM II||3||0||3||0|
|TAR002||TÜRK İNKILAP TARİHİ II||2||0||0||0|
|GCC201||History of Turkish Education||2||0||2||0|
|EDU209||Teaching Principles and Methods||3||0||3||0|
|TDE205||TÜRK DİL BİLGİSİ III||3||0||3||0|
|TDE207||TÜRK HALK EDEBİYATI I||3||0||3||0|
|TDE209||ESKİ TÜRK EDEBİYATI I||3||0||3||0|
|TDE211||YENİ TÜRK EDEBİYATI I||3||0||3||0|
|ELT201||English Literature I||3||0||3||0|
|ELT205||Approaches to ELT I||3||0||3||0|
|ELT209||Oral Expression and Public Speaking||3||0||3||0|
|ELT202||English Literature II||3||0||3||0|
|ELT206||Approaches to ELT II||3||0||3||0|
|EDU204||Specific Teaching Methods I||2||2||3||0|
|EDU206||Educational Technology and Materials Design||2||2||3||0|
|TDE206||TÜRK DİL BİLGİSİ IV||3||0||3||0|
|TDE208||TÜRK HALK EDEBİYATI II||3||0||3||0|
|TDE210||ESKİ TÜRK EDEBİYATI II||3||0||3||0|
|TDE212||YENİ TÜRK EDEBİYATI II||3||0||3||0|
|ELT301||Teaching English to Young Learners I||2||2||3||0|
|ELT303||Specific Teaching Methods II||2||2||3||0|
|ELT305||Teaching Four Skills I||2||2||3||0|
|ELT307||Literature and Language Teaching I||3||0||3||0|
|ELT309||Second Foreign Language I||2||0||2||0|
|ELT 302||Teaching English to Young Learners II||2||2||3||0|
|TDE307||TÜRK HALK EDEBİYATI III||3||0||3||0|
|TDE311||YENİ TÜRK EDEBİYATI III||3||0||3||0|
|TDE313||TÜRK LEHÇELERİ I||3||0||3||0|
|TDE325||ESKİ TÜRK EDEBİYATI III||3||0||3||0|
|ELT306||Teaching Four Skills II||2||2||3||0|
|ELT308||Literature and Language Teaching II||3||0||3||0|
|ELT310||Second Foreign Language II||2||0||2||0|
|EDU306||Measurement and Assessment||3||0||3||0|
|TDE308||TÜRK HALK EDEBİYATI IV||3||0||3||0|
|TDE312||YENİ TÜRK EDEBİYATI IV||3||0||3||0|
|TDE314||TÜRK LEHÇELERİ II||3||0||3||0|
|TDE318||TÜRK HALK BİLİMİ||3||0||3||0|
|TDE320||ESKİ TÜRK EDEBİYATI IV||3||0||3||0|
|ELT401||Materials Adaptation & Development||2||2||3||0|
|ELT403||Second Foreign Language III||2||0||2||0|
|ELT405||Elective I: Novel||2||0||2||0|
|GCC401||National History I||2||0||2||0|
|TDE411||YENİ TÜRK EDEBİYATI V||3||0||3||0|
|TDE415||TÜRK HALK EDEBİYATI V||3||0||3||0|
|TDE419||ESKİ TÜRK EDEBİYATI V||3||0||3||0|
|ELT402||Language Testing & Evaluation||3||0||3||0|
|ELT404||Elective II: Applied Linguistics||2||0||2||0|
|ELT406||Elective III: CALL (Computer-assisted language learning)||2||0||2||0|
|GCC402||National History II||2||0||2||0|
|EDU412||Turkish Education System and School Administration 2 0 2||2||0||0||0|
|EGT402||ÖĞRETMENLİK MESLEĞİNE GİRİŞ||3||0||3||0|
|EGT406||GELİŞİM VE ÖĞRENME||3||0||3||0|
|EGT408||ÖĞR. PLANLAMA VE DEĞERL.||3||2||4||0|
|EGT410||ÖZEL ÖĞRETİM YÖNTEMLERİ I||2||2||3||0|
|EGT412||OKUL DENEYİMİ I||3||0||3||0|