
| Course Code | : SÖ255 |
| Course Type | : Required |
| Couse Group | : First Cycle (Bachelor's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 6 |
The purpose of this course is to comprehend basic language skills, to acquire the habit of fluent and meaningful reading and writing.
Listening, speaking, visual reading and visual presentation; the relationship between definition and processes of the field of learning reading-writing and the field of learning , properties in Turkish , effects of these properties on instructions for reading and writing, goals and principles of first reading and writing instructions, the basic attributes of first-class teacher and students ; reasons for failure and inefficiency in first reading and writing, tools used in teaching first reading and writing (the properties and the effects, the selection of these tools, the creation and use of these tools); methods used in teaching first reading and writing (definitions, characteristics, classifications, practices, advantages and limitations of methods); audio-based sentence method (definition, principles, features, stages and implementation), reading and writing practices in accordance with stages of audio-based method
| Assoc. Prof. Berker BULUT |
| 1. | To be able to carry out the necessary practices for developing listening and speaking skills |
| 2. | To be able to follow points to be noted for correct pronunciation of words |
| 3. | To be able to apply rules of hand-writing techniques |
| 4. | To be able to pay attention to consistency of format and content in written expression |
| 5. | To be able to pay attention to stress and intonation in oral expression |
| 1. | Akyol, H. (2009). Türkçe ilk okuma yazma öğretimi (8. bs.). Ankara: Pegem Akademi Yayıncılık. |
| 2. | Güleryüz, H. (2004). Türkçe ilkokuma yazma öğretimi (7. bs.). Ankara: Pegem Akademi Yayıncılık. |
| 3. | Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of literacy work. Carbondale, IL: Southern Illinois University Press. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 2 | 3 | 70 |
| Assignment | 14 | 1 | 1 | 28 |
| Individual Work | 14 | 1 | 1 | 28 |
| Midterm Examination | 1 | 7 | 1 | 8 |
| Final Examination | 1 | 14 | 2 | 16 |
| TOTAL WORKLOAD (hours) | 150 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | |
OÇ-1 | 2 | 5 | ||||||||
OÇ-2 | 4 | 3 | 5 | |||||||
OÇ-3 | 4 | 5 | ||||||||
OÇ-4 | 4 | 5 | ||||||||
OÇ-5 | 5 | |||||||||