Information Package / Course Catalogue
| Course Code | : ENT301 |
| Course Type | : Required |
| Couse Group | : First Cycle (Bachelor's Degree) |
| Education Language | : English |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 5 |
Conceive basic concepts of human development, how human learning takes place, learning styles and strategies, factors affecting second language learning and personality characteristics, master in how children learn, recognize and describe the characteristics of young learners, distinguish language teaching materials appropriate for young learners and present examples of teaching vocabulary and grammar in micro-teaching sessions.
The differences between young learners (K-6) and learners at other ages (in terms of learning of language structures, skills and sub-skills), misconceptions about young learners; learner styles (e.g.: visual, auditory, kinesthetic) and strategies (e.g.: meta cognitive, cognitive, socio affective) of young learners; 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; selecting and sequencing teaching points and adapting and evaluating materials according to the cognitive and affective development and language level of the learners; classroom management techniques necessary for young learner classrooms.
| Assoc. Prof. Güliz TURGUT DOST |
| 1. | 1. Define the general character of Turkish education system and primary education in Turkey. |
| 2. | 2. Define the aim, structure, and process of Turkish education system at primary schools. |
| 3. | 3. Explain the objectives of learning English to the students at primary level |
| 4. | 4. Define the basic concepts of human development. |
| 5. | 5. Apply basic language skills in Turkish and English |
| 6. | 6. Identify the cognitive development and learning processes of a child. |
| 7. | 7. Define and apply the approaches and methods in foreign language teaching |
| 8. | 8. Name and define the first and second language acquisition theories |
| 1. | • Haznedar, B. & Uysal, H.H. (2010). Handbook for Teaching Foreign Language to Young Learners in Primary Schools. Ankara:Ani |
| 2. | Pinter, A. (2006). Teaching Young Language Learners. OUP. |
| 3. | • Slattery, M. & Willis, J. (2001). English for Primary Teachers. OUP. |
| 4. | • Linse, C. (2005). Practical English Language Teaching: Young Learners. McGraw Hill. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 12 | 2 | 5 | 84 |
| Seminar | 4 | 2 | 4 | 24 |
| Project | 1 | 10 | 8 | 18 |
| TOTAL WORKLOAD (hours) | 126 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | PÇ-11 | PÇ-12 | PÇ-13 | PÇ-14 | |
OÇ-1 | 4 | 3 | 5 | 3 | 4 | 4 | ||||||||
OÇ-2 | 3 | 4 | 4 | 4 | 5 | 5 | ||||||||
OÇ-3 | 2 | 5 | 5 | 5 | 1 | 5 | 2 | 3 | ||||||
OÇ-4 | 5 | 3 | 4 | 4 | 4 | 4 | ||||||||
OÇ-5 | 2 | 2 | 5 | 5 | 5 | 4 | ||||||||
OÇ-6 | 2 | 3 | 3 | 4 | 5 | 5 | 2 | 2 | ||||||
OÇ-7 | 5 | 5 | 3 | 3 | 4 | 4 | ||||||||
OÇ-8 | 2 | 2 | 2 | 1 | 5 | 5 | ||||||||