Information Package / Course Catalogue
| Course Code | : EPÖ650 |
| Course Type | : Area Elective |
| Couse Group | : Third Cycle (Doctorate Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 5 |
At the end of this course, styudents will be able to *examine the language curriculums in terms of basic component, contents and outcomes. *investigate and review the related literature. analyze language teaching and learning process and language learners' needs in these processes. * research the current issues in the related lituarture and design a study on the current problems and offer solutions.
In this course, it is aimed to examine and discuss the current teacher-training, program development, testing and assessment as well as teaching-learning processes, thus to investigate the in-class problems caused due to individual and social differences. In this context, the graduate students who will take this course and who are related with foreign language teaching at public and private schools will be aware of the current issues in this field and they will be encouraged to discuss these issues referring to the related literature and offer reasonable solutions. In this way, it is intended to enable studnets to master the basic concepts and theories in language curriculums and teaching.
| 1. | Examine language teaching programs in terms of basic elements and content. |
| 2. | Follow the published researches on the subject in national and international literature. |
| 3. | Analyze language teaching-learning processes and learners' needs in this process. |
| 4. | Offer solutions to current problems related to language teaching. |
| 5. | Develop a curriculum proposal about language teaching. |
| 1. | Richards, J. (2001). Curriculum Development in Language Teaching Cambridge Language Education Series. |
| 2. | Nunnan, D. (1988). Syllabus Design. Oxford: Oxford University Press. |
| 3. | Nation, I. S. P & Macalister, J. (2010). Language Curriculum Design. New York: Routledge |
| 4. | Richards, J. (2010). Curriculum Approaches in Language Teaching: Forward, Central and Backward Design. RELC Journal, pp. 5-33. |
| 5. | Mahdi, R. N., Ehsan, A. & Javad, Z. (2013). A Critical Review of Recent Trends in Second Language Syllabus Design and Curriculum Development. International Journal of Research Studies in Language Learning, 2(2), 63-82. |
| 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 |
| Reading | 14 | 2 | 1 | 42 |
| Midterm Examination | 1 | 4 | 2 | 6 |
| Final Examination | 1 | 5 | 2 | 7 |
| TOTAL WORKLOAD (hours) | 125 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | PÇ-11 | |
OÇ-1 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 |
OÇ-2 | 5 | 5 | 5 | 5 | 4 | 4 | 5 | 4 | 5 | 4 | 5 |
OÇ-3 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 4 | 5 | 4 |
OÇ-4 | 5 | 5 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 |
OÇ-5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 4 | 5 | 4 |