1. SECOND CYCLE - MASTER'S DEGREE
  3. FOREIGN LANGUAGES TEACHING DEPARTMENT
  4. 2151 English Language Teaching
Course Information Course Learning Outcomes Course's Contribution To Program ECTS Workload Course Details
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COURSE INFORMATION
Course CodeCourse TitleL+P HourSemesterECTS
INO 507SYLLABUS DESIGN IN ELT3 + 01st Semester7,5

COURSE DESCRIPTION
Course Level Master's Degree
Course Type Elective
Course Objective This course aims to profoundly familiarize students with syllabus types, methods and techniques in designing and modifying syllabuses in order to keep abreast with changes in requirements of ELT students and environment.
Course Content The place of the syllabus in language teaching; types of language teaching syllabus; needs analysis; planning goals & objectives /learning outcomes; factors for effective teaching: the institution, the teachers, the teaching process, the learning process; the role and design of instructional materials; criteria for textbook evaluation; learner-centered curriculum development and resources; approaches to evaluation / assessment; portfolio assessment; teacher as a course developer and a framework of course development process; a system approach to course design
Prerequisites No the prerequisite of lesson.
Corequisite No the corequisite of lesson.
Mode of Delivery Face to Face

COURSE LEARNING OUTCOMES
1Students know the types of syllabus, and follow the literature, know the reliable sources which they will reach.
2Students can explain the criteria in the process of choosing the type of syllabus and integration of the programme. They can identify the positive and negative sides in parallel with the approaches and methods of language teaching.
3Students acquire knowledge about the place of need analysis in the process and its stages, can explain the stages, and manage a need analysis study for a language course/programme.
4Students gain experience about determining programme goals and specific objectives /learning outcomes.
5Students can reflect the components of effective teaching and learning into the process.
6Students gain experience about developing and using the criteria so as to evaluate the materials which will be used in language teaching programme, and reflect them to the process.
7Students gain a professional perspective about evaluation moethods, and reflect this to a language programme.
8Candidates gain experience in developing a language programme by considering the process as a whole.
9Students learn and can use the terminology related to the field.
10Students gain a skill about how to manage the process of developing a language programme.

COURSE'S CONTRIBUTION TO PROGRAM
PO 01PO 02PO 03PO 04PO 05PO 06PO 07PO 08PO 09PO 10PO 11PO 12
LO 0015   5       
LO 002  5   5     
LO 003   5        
LO 004            
LO 005            
LO 006         5  
LO 007        5   
LO 008 5          
LO 0095           
LO 010            
Sub Total105555 5 55  
Contribution111110101100

ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION
ActivitiesQuantityDuration (Hour)Total Work Load (Hour)
Course Duration (14 weeks/theoric+practical)14342
Hours for off-the-classroom study (Pre-study, practice)15460
Assignments5735
Mid-terms11515
Final examination12525
Presentation / Seminar Preparation2510
Report / Project188
Total Work Load

ECTS Credit of the Course





195

7,5
COURSE DETAILS
 Select Year   


 Course TermNoInstructors
Details 2018-2019 Fall1SELAMİ OK
Details 2017-2018 Fall1SELAMİ OK
Details 2016-2017 Fall1SELAMİ OK
Details 2015-2016 Fall1SELAMİ OK
Details 2014-2015 Fall1SELAMİ OK
Details 2013-2014 Fall1SELAMİ OK
Details 2012-2013 Fall1SELAMİ OK
Details 2011-2012 Fall1SELAMİ OK
Details 2010-2011 Fall1SELAMİ OK
Details 2009-2010 Fall1SELAMİ OK


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Course Details
Course Code Course Title L+P Hour Course Code Language Of Instruction Course Semester
INO 507 SYLLABUS DESIGN IN ELT 3 + 0 1 English 2018-2019 Fall
Course Coordinator  E-Mail  Phone Number  Course Location Attendance
EGT A0331-06 %90
Goals This course aims to profoundly familiarize students with syllabus types, methods and techniques in designing and modifying syllabuses in order to keep abreast with changes in requirements of ELT students and environment.
Content The place of the syllabus in language teaching; types of language teaching syllabus; needs analysis; planning goals & objectives /learning outcomes; factors for effective teaching: the institution, the teachers, the teaching process, the learning process; the role and design of instructional materials; criteria for textbook evaluation; learner-centered curriculum development and resources; approaches to evaluation / assessment; portfolio assessment; teacher as a course developer and a framework of course development process; a system approach to course design
Topics
WeeksTopics
1 The place of the syllabus in language teaching; the framework of language teaching
2 Six types of syllabi a) the structural syllabus b) the notional /functional syllabus
3 c) the situational syllabus d) the skill-based syllabus
4 e) the task-based syllabus f) the content-based syllabus g) eclectic approach to syllabus
5 - Choosing and integrating syllabi - From syllabus design to curriculum development
6 -Needs analysis -Situation analysis
7 Planning goals and learning outcomes
8 Course planning and syllabus design
9 Providing for effective teaching: the institution, the teachers, the teaching process, the learning process
10 The role and design of instructional materials; criteria for textbook evaluation
11 Learner-centered curriculum development and resources
12 Approaches to evaluation / assessment; professional development
13 Teacher as a course developer; a framework of course development process
14 Review of the term; assingments
Materials
Materials are not specified.
Resources
ResourcesResources Language
Brown, J. D. (1995). The Elements of Language Curriculum: A Systemematic Approach to Program Development, Heınle & Heinle.English
Dubin, F. and Olshtain, E. (1986). Course Design: Developing programs and materials for language learning, Cambridge: Cambridge University Press. English
Graves, K. (editor). Teachers as Course Developers, Cambridge: Cambridge University Press.English
Krahnke, K. (1987). Approaches to Syllabus Design for Foreign Language Teaching, Englewood Cliffs, NJ: Prentice Hall. English
Nunan, D. (1988). The Learner Centered Curriculum, Cambridge: Cambridge University Press.English
Richards, J.C. (1990). The Language Teaching Matrix, Cambridge: Cambridge University Press.English
Wallace, M.J. (1998). Action Research for Language Teachers. Cambridge University Press.Türkçe
Brown, J.D. Using Surveys in Language programs. Cambridge University PressTürkçe
Chaudran, C. (1988). Second Language Classrooms: Research on teaching and learning, Cambridge University Press.Türkçe
Dörnyei, Z. (2003). Questionnaires in Second Language Research: Construction, administration, and processing. Lawrence Erlbaum Associates.Türkçe
Ellis, R. & Barkhuizen, G. (2005). Analysing Learner Language. Oxford University Press.Türkçe
Freeman, D. (1998). Doing Teacher Research: From inquiry to understanding. Heinle& Heinle Publishers.Türkçe
Seliger, H.W. & Shohamy, E. (1989). Second Language Research Methods. Oxford University Press.Türkçe
Tailor, G. R. (ed.) (2005). Integrating Quantitative and Qualitative Methods in Research. University Press of America.Türkçe
Tanrıöğen, A. (ed.) (2009). Bilimsel Araştırma Yöntemleri. Ankara: Anı Yayıncılık.Türkçe
Richards, J.C. (2001). Curriculum Development in Language Teaching. Cambridge University Press English
Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Heinle & Heinle English
Brown, J. D. (1995). The Elements of Language Curriculum: A Systemematic Approach to Program Development, Heınle & Heinle.English
Dubin, F. and Olshtain, E. (1986). Course Design: Developing programs and materials for language learning, Cambridge: Cambridge University Press. English
Graves, K. (editor). Teachers as Course Developers, Cambridge: Cambridge University Press.English
Krahnke, K. (1987). Approaches to Syllabus Design for Foreign Language Teaching, Englewood Cliffs, NJ: Prentice Hall. English
Nunan, D. (1988). The Learner Centered Curriculum, Cambridge: Cambridge University Press.English
Richards, J.C. (1990). The Language Teaching Matrix, Cambridge: Cambridge University Press.English
Yıldırım, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.Türkçe
Richards, J.C. (2001). Curriculum Development in Language Teaching. Cambridge University Press English
Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Heinle & Heinle English
Course Assessment
Assesment MethodsPercentage (%)Assesment Methods Title
Final Exam50Final Exam
Midterm Exam50Midterm Exam
L+P: Lecture and Practice
PQ: Program Learning Outcomes
LO: Course Learning Outcomes