TÜRKÇE
ENGLISH
Information
| Code | ELT843 |
| Name | Syllabus Design in Teaching English as a Foreign Language |
| Term | 2024-2025 Academic Year |
| Term | Fall |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | İngilizce |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Dr. Öğr. Üyesi EBRU KAYA |
| Course Instructor |
Dr. Öğr. Üyesi EBRU KAYA
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
This course aims to make students get familiar with the types of syllabus as well as the criteria they should consider while preparing syllabus
Course Content
This PhD course delves into advanced syllabus design for teaching English as a foreign language, integrating theoretical frameworks with practical applications. It covers a variety of syllabus types including process, procedural, lexical, functional, and task-based approaches. The course critically evaluates these approaches against the backdrop of Second Language Acquisition theories and considers various factors such as educational, cultural, social, economic, and political influences. It also includes comprehensive methods for needs analysis, course development, and assessment tailored to diverse learning environments.
Course Precondition
no pre requisite
Resources
• Christison, M.A. and Murray, D.E. (2014). What English Language Teachers Need to Know, Volume III: Devising Curriculum. London: Routledge. • Graves, K. (1996). Teachers as Course Developers. Cambridge: Cambridge University Press. • Nation, I.S.P. and Macalister, J. (2011). Case Studies in Language Curriculum Design. London: Routledge. •Nunan, D. (2004). "Task-based language teaching." Cambridge University Press. Reilly, T. (1988). Maintaining interest through a task-based approach. In R. K. Johnson (Ed.), The Second Language Curriculum (pp. 123–137). Cambridge University Press. Richards, J. C. (2001). "Curriculum development in language teaching." Cambridge University Press. Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press. Snow, C. E. (1997). Academic Language and the Challenge of Reading for Learning about Science. Science, 235(4794), 678-684. Ur, P. (2000). A Course in Language Teaching: Practice and Theory. Cambridge University Press. Wilkins, D. A. (1977). Notional Syllabuses. Oxford University Press.
Notes
Mickan, P. (2013). Language Curriculum Design and Socialisation. Bristol: Multilingual Matters. The syllabi used by MEB schools and some related articles
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | • List advanced techniques in syllabus design specific to TEFL contexts. |
| LO02 | • Evaluate and synthesize diverse educational theories and methodologies relevant to syllabus construction. |
| LO03 | • Design and implement innovative syllabi that meet the linguistic and cultural needs of diverse learner populations. |
| LO04 | • Develop professional skills in curriculum development, academic writing, and scholarly communication. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | The students can critically analyze language learning theories | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | The students can develop themselves professionally | 4 |
| PLO03 | Bilgi - Kuramsal, Olgusal | The students can critically evaluate the research studies in the field | 2 |
| PLO04 | Bilgi - Kuramsal, Olgusal | The students can join in collaborative team work | |
| PLO05 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | The students can present his knowledge and share his experience in the field | |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | The students can think creatively to construct novice ideas | 3 |
| PLO07 | Yetkinlikler - Öğrenme Yetkinliği | The students can apply scientific research methods in novel studies | 4 |
| PLO08 | Bilgi - Kuramsal, Olgusal | The students can be aware of the ethical issues in their research studies | |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | The students can discuss their arguments with evidence | 4 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | The students can implement higher order thinking skills in solving problems | |
| PLO11 | Bilgi - Kuramsal, Olgusal | The students can contribute to their fields by publishing their studies in journals | 3 |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | The students can contribute to the goal of becoming an intellectual community |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Theoretical Foundations of Syllabus Design | Reading the related chapter before the class | Öğretim Yöntemleri: Soru-Cevap |
| 2 | Analyzing Different Syllabus Types | Reading the relevant section in the course book | Ölçme Yöntemleri: Proje / Tasarım |
| 3 | Process and Procedural Syllabus Design | Searching this topic on the internet | Öğretim Yöntemleri: Tartışma, Anlatım |
| 4 | Lexical and Functional Approaches in Syllabus Design | Searching the relevant issue before the class | Öğretim Yöntemleri: Soru-Cevap, Anlatım |
| 5 | Task-Based Syllabus for Language Teaching | Finding diffrent types of syllabi for the class | Öğretim Yöntemleri: Anlatım, Alıştırma ve Uygulama |
| 6 | The Role of Cultural Context in Syllabus Design | studying different sources for the class | Öğretim Yöntemleri: Anlatım |
| 7 | Needs Analysis Techniques | Searching samples of needs analysis scales | Öğretim Yöntemleri: Anlatım, Grup Çalışması |
| 8 | Mid-Term Exam | Revising and studying all the topics for the exam | Öğretim Yöntemleri: Soru-Cevap |
| 9 | Designing Syllabus for Diverse Educational Settings | reading the relevant section in the coursebook | Öğretim Yöntemleri: Tartışma, Grup Çalışması |
| 10 | Incorporating Technology in Syllabus Design | searching about how to use the technology in EFL classes | Öğretim Yöntemleri: Anlatım, Gösteri |
| 11 | Assessment and Evaluation in Syllabus Design | Reading different sources on this issue to get prepared for the class | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 12 | Adapting Syllabi for Specific Learner Groups | Reading the relevant section in the coursebook | Öğretim Yöntemleri: Grup Çalışması, Problem Çözme |
| 13 | Innovation and Creativity in Syllabus Design | Searching and reading about the new trends in developing syllabi in EFL | Öğretim Yöntemleri: Tartışma, Proje Temelli Öğrenme |
| 14 | Research Trends and Future Directions in Syllabus Design | Reading different sources to get prepared for the class | Öğretim Yöntemleri: Tartışma, Grup Çalışması |
| 15 | Final Project Presentations and Peer Review | Preparing for the presentations as a group | Öğretim Yöntemleri: Tartışma |
| 16 | Term Exams | revising all the issues before the exam | Öğretim Yöntemleri: Soru-Cevap |
| 17 | Term Exams | Revising the issues covered during the term | Öğretim Yöntemleri: Tartışma |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 4 | 56 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 2 | 6 | 12 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 6 | 6 |
| Final Exam | 1 | 6 | 6 |
| Total Workload (Hour) | 150 | ||
| Total Workload / 25 (h) | 6,00 | ||
| ECTS | 6 ECTS | ||