COURSE INFORMATON
Course Title Code Semester L+P Hour Credits ECTS
Literature and Language Teaching I * YDI   307 5 3 3 5

Prerequisites and co-requisites YDI 215 İngiliz Edebiyatı I ve YDI 216 İngiliz Edebiyatı II
Recommended Optional Programme Components None

Language of Instruction Turkish
Course Level First Cycle Programmes (Bachelor's Degree)
Course Type
Course Coordinator
Instructors
Öğr. Gör.HÜLYA TUNCER1. Öğretim Grup:A
Öğr. Gör.HÜLYA TUNCER1. Öğretim Grup:B
Öğr. Gör.EBRU GENÇ1. Öğretim Grup:C
Öğr. Gör.HÜLYA TUNCER1. Öğretim Grup:D
Öğr. Gör.EBRU GENÇ1. Öğretim Grup:E
 
Assistants
Goals
To make students understand how stories and novels work and how they achieve their desired effects, To give students an opportunity in which they experience teaching English via literature, To make students prepare activities, exercises and lesson plans based on short stories and novels.
Content
In this course, the focal point is on how to teach short stories and novels, so short stories and novels (sometimes novel excerpts) are first analysed together with the students and then some exercises which aim at language teaching are generated collaboratively. Those exercises have the inclusion of language skills (reading, writing, listening and speaking) together with the teaching of some basic literary terms, cultural elements and so forth.

Learning Outcomes
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Course's Contribution To Program
NoProgram Learning OutcomesContribution
12345
1
Students have knowledge on theory, practice and terminology in the area of learning and teaching English as a foreign language
X
2
Knowledge on the basic concept, theories and movement in the areas of linguistics, culture, literature, translation and communication.
X
3
Knowledge on learner variables such as age, level, learning styles and strategies and their impact on the process of learning and teaching English
X
4
Students have knowledge on qualitative and quantitative research methods in the area
5
Students can reconstruct knowledge by using pedagogical skills, and develop lesson plans, methods, materials, activities and assessment samples by taking learners´´ ages, levels and needs into account
X
6
Use information technologies effectively in the process of planning both learning and teaching by taking developmental characteristics and individual differences of learners into account
X
7
Analyze teaching materials with a critical perspective and adopt and develop these teaching materials
X
8
Evaluate the problems in the process of English language teaching and offer effective solutions to these problems
X
9
Use teaching methods and techniques in order to develop learners´´ critical and creative thinking skills, and problem solving skills
X
10
Evaluate the students´´ learning outcomes multi-directionally by using various methods
11
Students can take responsibility as an individual and as a member of a team to solve the problems in English language teaching and can develop pedagogical knowledge and skills in a continuous manner
X
12
Develop independent behavioral skills such as taking initiative and being creative in teaching practices
13
Students can recognize themselves as individuals and use their strengths and learn from their weaknesses
14
Use the ways to access information effectively
15
Use language learning strategies effectively
16
Students can use information and communication strategies in the area of English language teaching
X
17
Be aware of cultural factors at a national and international level which might be influential in English language teaching
X
18
Students can recognize the structure, purpose and function of the National Education System and act in accordance with the legislation, democratic, social, scientific and cultural values, and professional code of ethics
X
19
Communicate with the school administration, parents, colleagues and non-governmental organizations in order to develop individual, psychological, ethical, social and cultural skills of learners
X
20
Students can have professional self-confidence and grasp , internalize and implement social and cultural responsibilities as a teacher
X

Course Content
WeekTopicsStudy Materials _ocw_rs_drs_yontem
1 Revision of literary terms covered in the second year Students revise the literary terms covered in the second year
2 Introducing the first short story, answering the related questions, receiving students' comments on the story, analysing literary terms embedded in the story and so forth.. Students read the short story, answer the related questions, review the biographical note of the author etc.
3 Students prepare and apply various activities about the first story. Teacher observes and evaluates students' performance. Students prepare activities about the story.
4 Introduction the second short story, eliciting students' comments on the story, analysing literary terms embedded in the story and so forth.. Students read the short story and answers the questions. They also search for the author's life.
5 Students design activities about the second story. During the application, the teacher evaluates students' performance. Students design activities about the story.
6 Introducing the third short story, question-answer session, students' analyses on the story, analysing literary terms in the story and so forth.. Students read the short story and answers the questions. They also search for the author's life.
7 Preparation of in-class activities about the third story. Evaluation of students' performance. Students prepare activities about the story.
8 Mid-Term Exam Students revise the stories and prepare for the exam.
9 Revision of the previous stories Students revise the previous stories
10 Discussion of the similarities and differences between short story and the novel. Introduction of the novel as a genre Students read the definitions of short story and novel by focusing on the similarities and differences.
11 Introducing the first novel extract, answering the related questions, receiving students' comments on the novel (extract), analysing literary terms embedded in the story and so forth.. Students read the novel extract and answers the questions. They also search for the author's life.
12 Students design classroom activities about the first novel extract. Observation by the teacher. Students prepare activities about the novel extract.
13 Transition from the first to the second novel extract, question-answer session, eliciting student responses on the novel (extract), analysing literary terms embedded in the story and so forth.. Students read the novel extract and answers the questions. They also search for the author's life.
14 Preparation of numerous activities about the second novel extract. Students prepare activities about the novel extract.
15 Presentation of the third novel extract Students read the novel extract and answers the questions. They also search for the author's life.
16-17 Term Exams Students revise the stories and novel extracts and prepare for the exam.

Recommended or Required Reading
Textbook
Additional Resources