DİL ALAN VE BECERİLERİ ÖĞRETİMİ I

Tanıtım

Ders Adı	Ders Kodu	Yarıyıl	Zorunlu/Seçmeli	Teori + Uygulama	AKTS
Dil Alan ve Becerileri Öğretimi I	İNÖ529	I.YARIYIL	Zorunlu Dersler	3+0	7.5

Ders Dili	İngilizce
Ders Türü	Zorunlu Dersler
Öğretim Eleman(lar)ı	PROF. DR. SAFİYE İPEK KURU GÖNEN
Dersin Veriliş Biçimi	Yüz yüze
Dersin Önkoşulları	Bu dersin ön koşul ya da eş koşulu bulunmamaktadır
Önerilen Dersler	Önerilen ders bulunmamaktadır.
Okuma Listesi	Alptekin, C. (2007). Teaching ELF as a language in its own right: communication or prescriptivism. ELT Journal 61/3: 267–8.Bardovi-Harlig,K. & Reynolds, D.W. (1995). The Role of Lexical Aspect in The Acquisition of Tense and Aspect. TESOL Quarterly. 29/1.107-131.Benati,A. (2001). A comparative study of the effects of processing instruction and output-based instruction on the acquisition of the Italian future tense. Language Teaching Research 5;95-127.Chang,S. (2011). A contrastive study of grammar translation method and communicative approach in teaching English grammar .English. Language Teaching, Vol. 4, No. 2; pp.13-24.Celce –Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly 25;459-479.Ellis,R., Baştürkmen,H. & Loewen,S. (2001). Preemptive focus on form in the ESL classroom. TESOL Quarterly. 35/3.407-432. Fotos ,S.S. (1993). Consciousness raising and noticing through focus on form:Grammer task performance versus formal instruction. Applied Linguistics, 14(4).Fotos, S.S. (1994). Integrating grammar instruction and communicative language use through grammar conscionusness-raising tasks. TESOL Quarterly 28; 323-351 Hunston, S., Francis,G. & Manning,E. (1997). Grammar and vocabulary: Showing the connections. ELT Journal 51; 208-217.Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning.57/1.pp.1-44.Kuo, I. V. ( 2007). A response to Cem Alptekin. ELT Journal 61/3: 269–71.Mumford, S. (2007). The grammar of spoken English. Modern English Teacher 16/4: 27–30.Mumford, S. (2009). An analysis of spoken grammar: The case for production. ELT Journal, 63/2. Paltridge, B.(1996). Genre, text type, and the language learning classroom. ELT Journal 50; 237-243.Paribakht, T.S.& Wesche ,M. (1999). Reading and incidental L2 vocabulary acquisition. SSLA 21;195-224. Purves, A.C.1984.The teacher as reader:an anatomy.College English 46;259- 263 Rusciolelli,J. (1995). Students responses to reading strategies instruction. Foreign Language Annals 28;263-273. Shehadeh,A. (2001). Self- and other-initiated modified output during task-based interaction. TESOL Quarterly, 35(3), 433-457.Thornbury, S. (1997). Reformulation and reconstruction: tasks that promote noticing. ELT Journal 51; 327-335. VanPatten, B. (1993). Grammar teaching for acquisition-rich classroom. Foreign Language Annals, 26; 435-450. VanPatten, B. & Cadierno,T. (1993). Explicit instruction and input processing. SSLA 15; 225-243. VanPatten, B. & Oikkenon, S. (1995). Explanation versus structured input in processing instruction. SSLA 18;495-510.Willis, D. & Willis,J. (2007). Doing task-based teaching. Oxford: Oxford University Press.
Değerlendirme	Vize 30 % (sınıf-içi)Ödev 30%Final 40% (30% Final çalışması + 10% sınıf-içi katılım)
Staj & Uygulama	Yok