Curriculum

Course Code Course Name Credit Theoretical Lab/Practical ECTS
ELTE502 SECOND LANGUAGE ACQUISITION 3 3 0 8
ELTE505 TEFL METHODOLOGY 3 3 0 8
ELTE5X1 ELECTIVE 3 3 0
ELTE5X2 ELECTIVE 3 3 0
ELTE5X3 ELECTIVE 3 3 0
ELTE5X4 ELECTIVE 3 3 0
ELTE5X5 ELECTIVE 3 3 0
ELTE5X6 ELECTIVE 3 3 0
ELTE5X7 ELECTIVE 3 3 0
ELTE5X8 ELECTIVE 3 3 0
Course Code Course Name Credit Theoretical Lab/Practical ECTS
ELTE580 TERM PROJECT 0 0 0
Course Code Course Name Credit Theoretical Lab/Practical ECTS
ELTE516 TEACHING ENGLISH TO YOUNG LEARNERS 3 3 0
ELLE511 BRITISH - IRISH DRAMA 3 3 0
ELTE234 APPROACHES TO ELT II 0 0 0
Rewing language teaching methods is one of the goals of the course. The other goals are designing and conducting needs analysis on language learner needs (e.g.: situational, objective,subjective and language needs), writing objectives that reflect these needs and designing course syllabus at the macro level and micro level; an overview of different lesson stages (i.e.: Presentation, Practice and Production) and approaches to lesson planning and course design; various syllabus types and criteria for the selection of appropriate syllabus type according to the learner needs, learner age and aims of the course; standards-based teaching, proficiency descriptors, English language proficiency standards and guidelines, Common European Framework and the European Language Portfolio; and identity. This course also provides prospective teachers with insights into the behaviour problems occurring commonly in classrooms and to prepare them to be effective managers of their classrooms so that student learning is maximised.
ELTE506 LANGUAGE TESTING 3 3 0
ELTE511 CURRICULUM DESIGN AND EVALUATION 3 3 0
ELTE233 APPROACHES TO ELT I 0 0 0
Rewing language teaching methods is one of the goals of the course. The other goals are designing and conducting needs analysis on language learner needs (e.g.: situational, objective,subjective and language needs), writing objectives that reflect these needs and designing course syllabus at the macro level and micro level; an overview of different lesson stages (i.e.: Presentation, Practice and Production) and approaches to lesson planning and course design; various syllabus types and criteria for the selection of appropriate syllabus type according to the learner needs, learner age and aims of the course; standards-based teaching, proficiency descriptors, English language proficiency standards and guidelines, Common European Framework and the European Language Portfolio; and identity. This course also provides prospective teachers with insights into the behaviour problems occurring commonly in classrooms and to prepare them to be effective managers of their classrooms so that student learning is maximised.
ELTE509 DISCOURSE ANALYSIS 3 3 0
ELTE521 APPLIED LİNGUISTICS FOR LANGUAGE TEACHERS 3 3 0
ELLE509 SHORT STORY ANALYSIS 3 3 0
ELTE254 METHODOLOGY I 0 0 0
Basic concepts related to principles and methods of teaching; teaching-learning principles, models, strategies, methods and techniques; setting goals and objectives in teaching (cognitive, affective and psychomotor goals), selecting and organizing content in teaching and learning; teaching materials; planning teaching and instructional plans; theories and approaches related to teaching (such as teaching through presentation, learning through discovery, research through inquiry learning, programmed instruction, project-based learning, cooperative learning, constructivism), teaching in effective schools, success in learning and teaching; evaluation of classroom learning; teachers' duties and responsibilities in increasing the quality of instructional services, teacher competencies, students’ abilities to apply basic cognitive concepts to teaching plans, physical characteristics of teaching environment.
ELTE323 METHODOLOGY II 0 0 0
ELTE323 METHODOLOGY-II 0 0 0
This course aims to equip prospective teachers of English language with knowledge of the theoretical background and principles of task-based instruction. Accordingly, the course is structured to help prospective teachers to develop skills in setting learning goals, designing and implementing lesson plans in line with the principles of task-based instruction. It also provides an overview of classroom-based research, teacher directed research and action research, diagnosing learners’ language related needs and remedial teaching activities; principles of learner monitoring and role of learner assessment in lesson planning; national and international professional organizations (e.g.: TESOL and INGED) and practical journals (e.g.: English Teaching Forum, ELTJ, TESLJ and TESL Reporter).
ELLE501 LITERATURE AND LANGUAGE 3 3 0
ELLE502 LITERARY AND CULTURAL STUDIES 3 3 0
ELLE505 STYLISTICS 3 3 0
ELTE570 SPECIAL STUDIES I 3 3 0
ELLE515 SATIRE IN ENGLISH LITERATURE 3 3 0