| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | GSENG1112016146 | LECIXOGRAPHY-I | Elective | 1 | 1 | 5 |
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| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| This course introduces the students to the basic concepts of teaching English to young learners. It starts
by describing the basic characteristics of young learners; namely, description of the child as a language
learner, talks about its policy nationally and internationally, deals with teaching language skills to young
learners and finally ends with how to evaluate young learners’ performance. The course offers the
students the chance to become conversant with some of the theories and research evidence
behind important issues in TYL. Emphasis will be placed on both theory and practice and
students will read a number of related articles, evaluate course materials used in schools,
create their own materials for young learners, observe actual classroom situations with young
learners if possible, and create and implement sample lessons (microteaching). |
| Name of Lecturer(s) |
| Dr. Öğr. Üyesi Ercan TOMAKİN |
| Learning Outcomes |
| 1 | Students can use basic information related to Teaching Young Learners a Foreign Language. | | 2 | Students can learn the basic language learning processes of young learners. | | 3 | Students can learn the basic characteristics of first language and second language learners. | | 4 | Students can produce materials related to teaching young learners English.
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| Mode of Delivery |
| Evening Education |
| Prerequisites and co-requisities |
| No |
| Recommended Optional Programme Components |
| - |
| Course Contents |
| The differences between young learners 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. |
| Weekly Detailed Course Contents |
|
| 1 | The history of teaching young learners to children | | | | 2 | The reasons for teaching English to the children in the early ages. | | | | 3 | Current foreign language teacing problems and children's foreign language learning processes | | | | 4 | The features of the children | Having students done observations about the children's features | | | 5 | Children's cognitive and language development phases. | | | | 6 | Teaching English through games | | | | 7 | Teaching English through tongue-twisters. | | | | 8 | Mid-term exam | | | | 9 | The teaching of grammmar by adapting the games and tongue-twisters. | | | | 10 | Teaching English by using English and Turkish stories | | | | 11 | Teaching English by using music and songs | | | | 12 | Teaching English by using puputs and flash-cards. | | | | 13 | Teaching English by using role-play and play. | | | | 14 | General revision and the measurement of children's success. | | | | 15 | Final exam | | |
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| Recommended or Required Reading |
| 1. Brewster, Jean and Ellis, Gail (2003) The Primary English Teacher’s Guide. Penguin English Guides Türkçe
2. Linse, Caroline T. (2005) Practical English Language Teaching: Young Learners. McGraw-Hill Türkçe
3. 3. Wendy A. Scott & Lisbeth H. Yteberg (1994) Teaching English to Children |
| Planned Learning Activities and Teaching Methods |
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| Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | İngilizce | | Work Placement(s) | | NO |
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| Workload Calculation |
|
| Midterm Examination | 1 | 1 | 1 |
| Final Examination | 1 | 2 | 2 |
| Attending Lectures | 14 | 2 | 28 |
| Individual Study for Mid term Examination | 8 | 2 | 16 |
| Individual Study for Final Examination | 13 | 2 | 26 |
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| Contribution of Learning Outcomes to Programme Outcomes |
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| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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