1. SECOND CYCLE - MASTER'S DEGREE
  3. FOREIGN LANGUAGES TEACHING DEPARTMENT
General Information Prog. Learning Outcomes Teaching & Learning Methods Course Structure Course & Learning Outcomes LO - NQF-HETR Relation LO - FOE (Academic) LO - FOE (Vocational)

2151 English Language Teaching

GENERAL INFORMATION
English Language Teaching department started welcoming students to the MA TEFL program in the 2007-2008 academic year. Students in the MA programme receive both theoretical and practical courses in language teaching in the first year and complete a thesis study in the second year.

Objective
The aim of MA in English Language Teaching programme is to enable English Language instructors to follow new developments in the field of English Language Teaching, to help them gain a critical perspective toward their own professional practices, and also to educate language instructors as researchers.


Admission Requirements
Bachelor's degree, acceptable score on centralized graduate entrance exam, placement through local oral/written exam and certificate of English proficiency (ALES 70; YDS/YÖKDİL 85), Two year teaching experience.

Graduation Requirements
A student must complete the required course load (21 PAU credits) with a CGPA of at least 3.00/4.00; present a research seminar and successfully prepare and defend a thesis.

Career Opportunties
Recognition of previous structured lectures in Turkish Higher Education Institutions, transitions in vertical, horizontal and university are realized within the scope of the "Higher Education Regulations", "REGULATION BETWEEN THE BACHELORS AND GRADUATE DEGREE PROGRAMS, ON HIGHER EDUCATION AND TRANSITION BETWEEN DOUBLE MAJOR DALL, SIDE DALL AND CREDIT TRANSFER STANDARDS

Qualification Awarded
English Language Teaching

Level of Qualification
Second Cycle (Master's Degree)

Recognition of Prior Learning
Recognition of previous structured lectures in Turkish Higher Education Institutions, transitions in vertical, horizontal and university are realized within the scope of the "Higher Education Regulations", "REGULATION BETWEEN THE BACHELORS AND GRADUATE DEGREE PROGRAMS, ON HIGHER EDUCATION AND TRANSITION BETWEEN DOUBLE MAJOR DALL, SIDE DALL AND CREDIT TRANSFER STANDARDS

Qualification Requirements and Regulations
A student must complete the required course load (21 PAU credits) with a CGPA of at least 3.00/4.00; present a research seminar and successfully prepare and defend a thesis.

Access to Further Studies
May apply to PhD programs

Mode of Study
Full Time

Examination Regulations, Assessment and Grading
Measurement and evaluation methods that is applied for each course, is detailed in "Course Structure&ECTS Credits".

Contact (Programme Director or Equivalent)
PositionName SurnamePhoneFaxE-Mail
HEAD OF THE DEPARTMENT OF INSTITUTEProf. Dr. TURAN PAKER  tpaker@pau.edu.tr


PROGRAM LEARNING OUTCOMES
1Students gain theoretical knowledge in the field of English Language Teaching.
2Students can form an eclectic approach to the process of language teaching and learning by making connections between general learning theories and English Language Teaching.
3Students develop an eclectic view of methods and approaches ın the field of English Language Teaching.
4Students gain knowledge and skills to be able to conduct research in the field of English Language Teaching.
5Students can follow related literature in the field of English Language Teaching.
6Students gain both theoretical and practical knowledge appropriate to various learning groups in the field of English Language Teaching.
7Students learn about the processes of design, revision, and evaluation of educational programmes in accordance with the results of needs analysis.
8Students can teach listening, speaking, reading and writing skills that will connect language teaching to real life.
9Students can conduct evaluation and assessment relevant to the levels and aims in English Language Teaching.
10Students can choose, develop and design course materials appropriate for levels and aims in the field of English Language Teaching.
11Students know about mother tongue and target language acquisition and learning stages/processes and use relevant methods, activities, and materials accordingly.
12Students know about such basic constituents of target language as structure, pronunciation, and discourse. They can use them in relevant contexts and also teach them.
TEACHING & LEARNING METHODS
NameComments
LecturingLecturing is one of the methods that come first, where the teacher is in the center. It is a method where the teacher actively describes topics and the students are passive listeners. With this method, lesson proceeds in the form of report, description and explanation.
DebateDepending on the situation, debate is a tool that allows all students, or a specific portion of the class to participate in the lesson. In this method, members of the group discuss a topic by addressing the various points of view and discuss alternative opinions about problem-solving.
Case Study Case studies require students to actively participate while using an analytical perspective to think about real and problematic events. The problematic event may be real or very close to real life. Student(s) working on the documents that include the necessary data and descriptions of the
Problem SolvingThe name given to any doubt or ambiguity that arises is, a problem. Problems which usually have a role in human life, that have preventing or annoying aspects are solved by considering the stages of scientific methods. (a) Problems are determined. (b) The problem is identified. 
Cooperative LearningCooperative Learning is; a kind of learning that is based on the students working together for a common purpose. Children with different skills come together in heterogeneous groups to learn by helping each other. Students gain experiences such as becoming aware of the unity
Questions –AnswersThe different types of Questions used (associative, differential, assessment, requesting information, motivating, and brainstorming) although students get in to more active positions during the process; the method is teacher-centered. If possible Questions, that serve a purpose and
Cooperative LearningCooperative Learning is; a kind of learning that is based on students working together for a common purpose. Children with different skills come together in heterogeneous groups and learn by helping each other. Students gain experiences such as becoming aware of the unity within the
Micro-Teaching Although this method aims to produce prospective teachers’ who have adopted the role in which they undertake and apply in the classroom, it can also be applied in different areas. It makes it possible to carry certain skills to the learning environment by using video and audio recording
ProjectProject-based learning is a learning way which leads students to deal with interesting problems and to create extraordinary products at the end of this. It allows students to use their creativity and it requires them to look at events perceptively.
Observation Although we generally get information related to the nature through observations, the Observation method can also be used for other situations and under other conditions. We try to reach certain generalizations by thinking about our findings which we gather from our observations.
Vision Development This technique is not all the students in small groups, but all students participating in a study as a class. It is a discussion technique, used to teach students to respect others views and improve their vision, when thinking about conflicting points of view. Topics with apparent contradictions 
Brainstorming Brainstorming is a group work process that has been regulated to reach solutions for a problem without limitations or evaluation. The purpose of brainstorming is to make it easier for students to express themselves and to generate ideas. This technique is used as a high-level discussion

PO - NQF-HETR Relation
NQF-HETR CategoryNQF-HETR Sub-CategoryNQF-HETRLearning Outcomes
INFORMATION  01
INFORMATION  02
SKILLS  01
SKILLS  02
SKILLS  03
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESField Specific Competencies 03
COMPETENCIESLearning Competence 01
    

PO - FOE (Academic)
FOE CategoryFOE Sub-CategoryFOELearning Outcomes
INFORMATION  01
INFORMATION  02
SKILLS  01
SKILLS  02
SKILLS  03
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESField Specific Competencies 03
COMPETENCIESField Specific Competencies 04
COMPETENCIESField Specific Competencies 05
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
    

PO - FOE (Vocational)
No Records to Display

COURS STRUCTURE & ECTS CREDITS
Year :
1st Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
INO 501 LANGUAGE LEARNING THEORIES AND ELT METHODOLOGY 3+0 7,5 Compulsory
INO 503 RESEARCH METHODS 3+0 7,5 Compulsory
- English Language Education Elective - 1 3+0 7,5 Elective
- English Language Education Elective - 1 3+0 7,5 Elective
  Total 30  
1st Semester Elective Groups : English Language Education Elective - 1

2nd Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
INO 550 SEMINAR 0+2 5 Compulsory
INO 517 CLASSROOM RESEARCH IN ENGLISH LANGUAGE TEACHING 3+0 7,5 Compulsory
INO 523 ACADEMIC READING AND WRITING 3+0 7,5 Compulsory
- English Language Education Elective - 2 3+0 5 Elective
- English Language Education Elective - 2 3+0 5 Elective
  Total 30  
2nd Semester Elective Groups : English Language Education Elective - 2

3rd Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
INO 500 MASTER'S THESIS 0+0 20 Compulsory
INO 700 FIELD OF STUDY COURSE 6+0 10 Compulsory
  Total 30  

4th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
INO 700 FIELD OF STUDY COURSE 6+0 10 Compulsory
INO 500 MASTER'S THESIS 0+0 20 Compulsory
  Total 30  


COURSE & PROGRAM LEARNING OUTCOMES
Year : Compulsory Courses
Course TitleC/EPO 01PO 02PO 03PO 04PO 05PO 06PO 07PO 08PO 09PO 10PO 11PO 12
ACADEMIC READING AND WRITINGC************
CLASSROOM RESEARCH IN ENGLISH LANGUAGE TEACHINGC*******     
FIELD OF STUDY COURSEC*******     
LANGUAGE LEARNING THEORIES AND ELT METHODOLOGYC******** ***
MASTER'S THESISC*****       
POSTGRADUATE COUNSELINGC            
RESEARCH METHODSC******      
SEMINARC*** *       
Click to add elective courses...
Elective Courses
Course TitleC/EPO 01PO 02PO 03PO 04PO 05PO 06PO 07PO 08PO 09PO 10PO 11PO 12
CURRENT ISSUES IN ELTE* **** *  * 
DISCOURSE ANALYSIS AND FOREIGN LANGUAGE TEACHINGE*** **      
EDUCATIONAL POLICIES IN LANGUAGE EDUCATIONE************
ENGLISH LANGUAGE TESTINGE  * ** ** * 
INTRODUCTION TO QUALITATIVE RESEARCHE   *  *     
LANGUAGE ACQUISITIONE******    * 
LITERATURE IN ENGLISH LANGUAGE TEACHINGE ** **** ***
MATERIAL EVALUATION AND DEVELOPMENT IN ELTE************
PSYCHOLINGUISTICSE********  * 
READING LITERARY TEXTS AND ANALYSISE      ******
SYLLABUS DESIGN IN ELTE***** * **  
TEACHING ENGLISH TO YOUNG LEARNERSE************
TEACHING LANGUAGE SKILLS AND CLASSROOM MANAGEMENTE********  **
L+P: Lecture and Practice
C: Compulsory
E: Elective
PO: Program Learning Outcomes
TH [5]: Too High
H [4]: High
M [3]: Medium
L [2]: Low
TL [1]: Too Low
None [0]: None
FOE [0]: Field of Education
NQF-HETR : National Qualifications Framework For Higher Education in Turkey