ETI 370 | Course Introduction and Application Information - Department of English Translation and Interpreting

Course Name

Teaching English as a Foreign Language

Code	Semester	Theory (hour/week)	Application/Lab (hour/week)	Local Credits	ECTS
ETI 370	Fall/Spring	3	0	3	6

Prerequisites	None
Course Language	English
Course Type	Elective
Course Level	First Cycle
Mode of Delivery	face to face
Teaching Methods and Techniques of the Course	Discussion Group Work Q&A Role Playing
National Occupation Classification	-
Course Coordinator	Prof. Dr. Nihal YETKİN KARAKOÇ
Course Lecturer(s)	Prof. Dr. Aynur YÜREKLİ
Assistant(s)	-

Course Objectives	This course aims to provide students with theoretical knowledge and practical skills of teaching English as a foreign language.
Learning Outcomes	The students who succeeded in this course; recognize current approaches and methods of teaching a foreign language; apply the techniques in presenting and practicing grammar and vocabulary in microteaching sessions; apply the techniques of developing subskills of listening, speaking, reading and writing in microteaching sessions; make lesson plans; use classroom management techniques in microteaching sessions; use interactive online teaching techniques.
Course Description	This course deals with theoretical and practical aspects of foreign language teaching, touching on the key concepts in the field such as, presenting and practicing grammar and vocabulary, developing language skills and classroom management.
Related Sustainable Development Goals

Course Category	Core Courses
	Major Area Courses
	Supportive Courses	X
	Media and Management Skills Courses
	Transferable Skill Courses

Week	Subjects	Related Preparation
1	Introduction to Language Teaching and active learning environments	Diane Larsen-Freeman (2003). Chap 2-5 in “Techniques and Principles in Language Teaching”, OUP. https://acasearch.files.wordpress.com/2015/03/techniques-in-language-teaching.pdf
2	Language Analysis: Form-Meaning-Phonology	Diana Larsen-Freeman, (2014). Teaching Grammar, In Celce-Murcia, P.M Brinton & M.A. Snow, Teaching English as a Second or Foreign Language. Boston: National Geographic Learning. 251-266.
3	Teaching Grammar	Diana Larsen-Freeman, (2014). Teaching Grammar, In Celce-Murcia, P.M Brinton & M.A. Snow, Teaching English as a Second or Foreign Language. Boston: National Geographic Learning. 251-266.
4	Concept Checking (CCQ) • Set: Language Analysis	Self-prepared activities and slides
5	Teaching Vocabulary	Jihyun Nam (2010). Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom, TESL CANADA JOURNAL/REVUE TESL DU CANADA 127 VOL. 28, NO 1, https://files.eric.ed.gov/fulltext/EJ924072.pdf
6	Developing Reading and Listening Skills • Deadline: Language Analysis	Hesham Suleiman Alyousef. (2006), Teaching Reading Comprehension to ESL/EFL Learners, Journal of Language and Learning Volume 5 Number 1 https://www.researchgate.net/publication/235771368_Teaching_reading_comprehension_to_ESLEFL_learners
7	Developing Speaking and Writing Skills	Blanka Frydrychova Klimova. (2014). Approaches to the teaching of writing skills, Procedia - Social and Behavioral Sciences 112 ( 2014 ) 147 – 151 https://www.researchgate.net/publication/260251618_Approaches_to_the_Teaching_of_Writing_Skills
8	Midterm
9	Lesson Planning Intro: Lesson Staging	CELTA lesson planning material
10	Lesson Planning for Micro teaching (MT)	CELTA lesson planning material
11	Material Preparation and interactive learning environments	Self-prepared material and feedback
12	Feedback on Lesson Plan	Self-prepared material and feedback
13	Microteaching Sessions Groups (Final)
14	Microteaching Sessions Groups (Final)
15	Microteaching Sessions Group and Feedback (Final)
16	Review

Course Notes/Textbooks

Suggested Readings/Materials

Diane Larsen-Freeman (2003). Techniques and Principles in Language Teaching, OUP. ISBN-13 : 978-0194423601

Jihyun Nam (2010). Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom, TESL CANADA JOURNAL/REVUE TESL DU CANADA 127 VOL. 28, NO 1, https://files.eric.ed.gov/fulltext/EJ924072.pdf

Diana Larsen-Freeman, (2014). Teaching Grammar, In Celce-Murcia, P.M Brinton & M.A. Snow, Teaching English as a Second or Foreign Language. Boston: National Geographic Learning. ISBN 9781111351694

https://www.aeseducation.com/blog/what-is-a-lesson-plan Powerpoint on BB

Abbas Pourhosein Gilakjani (2016).The Significance of Listening Comprehension in English Language Teaching, Theory and Practice in Language Studies, Vol. 6, No. 8, pp. 1670-1677. https://www.researchgate.net/publication/306311479_The_Significance_of_Listening_Comprehension_in_English_Language_Teaching

Hesham Suleiman Alyousef. (2006), Teaching Reading Comprehension to ESL/EFL Learners, Journal of Language and Learning Volume 5 Number 1 2006 https://www.researchgate.net/publication/235771368_Teaching_reading_comprehension_to_ESLEFL_learners

Blanka Frydrychova Klimova. (2014). Approaches to the teaching of writing skills, Procedia - Social and Behavioral Sciences 112 ( 2014 ) 147 – 151 https://www.researchgate.net/publication/260251618_Approaches_to_the_Teaching_of_Writing_Skills

Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language, The Internet TESL Journal. http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html

https://elearningindustry.com/5-strategies-improve-your-online-teaching

https://blog.wiziq.com/5-online-teaching-techniques/

https://elearningindustry.com/digital-education-tools-teachers-students

Semester Activities	Number	Weigthing
Participation
Laboratory / Application
Field Work
Quizzes / Studio Critiques	1	20
Portfolio
Homework / Assignments
Presentation / Jury
Project
Seminar / Workshop
Oral Exams
Midterm	1	40
Final Exam	1	40
Total

Weighting of Semester Activities on the Final Grade	2	60
Weighting of End-of-Semester Activities on the Final Grade	1	40
Total

Semester Activities	Number	Duration (Hours)	Workload
Theoretical Course Hours (Including exam week: 16 x total hours)	16	3	48
Laboratory / Application Hours (Including exam week: '.16.' x total hours)	16		0
Study Hours Out of Class	14	3	42
Field Work			0
Quizzes / Studio Critiques	1	20	20
Portfolio			0
Homework / Assignments			0
Presentation / Jury			0
Project			0
Seminar / Workshop			0
Oral Exam			0
Midterms	1	35	35
Final Exam	1	35	35
		Total	180

#	Program Competencies/Outcomes	* Contribution Level
#	Program Competencies/Outcomes	1	2	3	4	5
1	To be able to use advanced, field-specific conceptual, theoretical, and practical knowledge acquired,	-	-	-	-	-
2	To be able to analyze and research field-specific concepts and ideas and to interpret data individually or as a team using scientific methods,	-	-	-	-	-
3	To be able to understand and use grammatical and semantic structures of the source and target languages,	-	-	-	X	-
4	To be able to obtain information about social, cultural, and historical approaches within the source and target languages and to use this information for textual analysis and production,	-	-	-	X	-
5	To be able to understand and interpret written and oral texts in the source language and to transfer these texts into the target language using a semantically and functionally appropriate language,	-	-	-	X	-
6	To be able to produce creative translations and assess the translation products critically by defining the steps, strategies and problems in the translation process in the light of field-specific theoretical knowledge and skills acquired,	-	-	-	-	-
7	To be able to transfer the theoretical knowledge and research skills within different areas of expertise to translational act,	-	-	-	-	-
8	To be able to use computer-assisted translation tools and machine translation effectively at each step of the translation process, and to follow the theoretical and practical developments in these fields,	-	-	-	-	-
9	To be able to gain awareness of the translator’s social role, job profile, and professional ethical values and to acquire workload management skills for individual or team work,	-	-	-	-	-
10	To be able to access necessary sources to improve quality at each step of the translation process and to assess the target text in accordance with the quality objectives by using these sources,	-	-	-	-	-
11	To be able to establish effective oral and written communication skills both in English and Turkish, to be able to speak a second foreign language at a good level, to be able to use a third foreign language at intermediate level,	-	-	X	-	-
12	To be able to relate the knowledge accumulated throughout the human history to their field of expertise.	-	-	-	-	-