Use of Literary Texts in TEFL 1

Course Code:

EDEN 407

Course Period:

Autumn

Course Type:

Core

P:

3

Lab:

0

Credits:

3

ECTS:

4

Course Language:

İngilizce

Course Coordinator:

Zeynep KOÇOĞLU

Courses given by:

Zeynep KOÇOĞLU

Course Objectives:

The course aims to familiarize the students with the use of poems as language teaching materials in the language classroom.

Course Content:

The course participants will be provided with theoretical and pedagogical knowledge and skills as well as ideas and examples of various language-based activities and techniques to examine and exploit poetry.

Course Methodology:

1: Lecture, 2: Discussion, 3: Simulation, 4: Demonstration, 5: Problem solving, 6: Group work, 7: Drama, 8: Micro teaching

Course Evaluation Methods:

A: Exam, B: Multiple choice, C: Gap filling, D: True false, E: Oral exam, F: Portfolio, G. Presentation, H. Project

Vertical Tabs

Course Learning Outcomes

Learning Outcomes	Program learning outcomes	Teaching Methods	Assessment Methods
Students will develop original teaching materials by using poems for language teaching.	2, 3, 6	1,6,7,8	A,F,
Students will learn how to do stylistic analysis of poems.	2, 3, 6	1,6,7,8	A,F,
Students will use poetry as a medium to better understand how words work in English by creating poems and performing them for the class.	2, 3, 6	1,6,7,8	A,F,
Students will identify literary terms and examine how these terms contribute to the craft of writing.	2, 3, 6	1,6,7,8	A,F,

Course Flow

COURSE CONTENT
Week	Topics	Study Materials
1	Introduction to the course
2	Using literature in the language classroom:	Lazar, G. (1993). Chapter 1: Using literature in the language classroom: The issues Chapter 2: Approaches to using literature with the language learner Chapter 3: Selecting and evaluating materials
3	The figurative language and Stylistic analysis	Lazar, G. (1993). Chapter 6. Lazar
4	Using poems with students at higher levels	Lazar, G. (1993). Chapter 6. Lazar
5	Using poems with young learners/lower levels	Lazar, G. (1993). Chapter 6. Lazar
6	“Clouds” by Christina Rossetti “Please Mrs. Butler” by Allan Ahlberg
7	“You and I” by Roger McGough “I'm nobody” by Emily Dickinson
8	"The Birthday" by Christina Rossetti “Hope” by Emily Dickinson
9	“Words” by Carl Sandburg "Annabel Lee" by Poe
10	“The Couple Upstairs” by Hugo Williams “The Perfect Friend” by Shannan Wrass
11	““Advice to My Son” by J. Peter Meinke "The Road not taken" by Robert Frost
12	London” by William Blake “My Papa’s Waltz” by Theodore Roethke
13	“Dreams” by Langston Hughes “How Do I Love Thee?” by Elizabeth Barrett Browning
14	“A red, red rose” by Robert Burns “Stopping by woods on a snowy evening” by Robert Frost	.
15	FINAL EXAM

Recommended Sources

Textbook	Lazar, G. (1993). Literature and language teaching. Cambridge: CUP..
Additional Resources	Collie, J., Slater, S. (2007). Literature in the language classroom. Cambridge: CUP

Material Sharing

MATERIAL SHARING
Documents	Articles, Powerpoint slides
Assignments	Lesson plan, presentation, self/peer evaluation
Exams	midterm, final

Assessment

ASSESSMENT
IN-TERM STUDIES	NUMBER	PERCENTAGE
Midterm exam	10	30
Lesson plan	1	15
Microteaching	1	20
Final exam	1	35
Total		100
CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE		35
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE		65
Total		100

COURSE CATEGORY

SUBJECT COURSE

Course’s Contribution to Program

COURSE'S CONTRIBUTION TO PROGRAM
No	Program Learning Outcomes	Contribution
No	Program Learning Outcomes	1	2	3	4	5
1	Should develop a good command of concepts in linguistics (phonology, morphology, syntax, semantics, pragmatics, and discourse) both in theory and practice as they can be effectively used in teaching EFL.
2	Should develop the ability to use appropriate language teaching methods and techniques by critically examining the theories behind the processes of learning and teaching EFL.				X
3	Should be able to prepare lesson plans that would accommodate learner factors such as biological (age and gender), cognitive (intelligence and its types, and aptitude), social (culture), and contextual (available technology, learning facilities, and instructional materials).					X
4	Should develop a native like command of language skills and components in both receptive and productive modes of communication.
5	Should be able to use information and communication technologies effectively in EFL context.
6	Should be prepared to use English literary works such as short stories, poems, and novels that would help improve the process of teaching language skills.					X
7	Should be able to develop and implement appropriate assessment tools and techniques that would enhance student learning with creating a dynamic learning oriented assessment environment.
8	Will develop a good command of the knowledge of scientific research methods (quantitative, qualitative, and mixed) and the ability to interpret and implement the findings to improve both teaching and learning processes.
9	Should develop a reasonable command of the linguistic, cultural, and ethical responsibilities of the teaching profession by experiencing practice teaching in real pedagogical contexts at schools.
10	Should develop a good command of concepts in linguistics (phonology, morphology, syntax, semantics, pragmatics, and discourse) both in theory and practice as they can be effectively used in teaching EFL.

ECTS

ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION
Activities	Quantity	Duration (Hour)	Total Workload (Hour)
Course Duration (Including the exam week: x Total course hours)	15	3	45
Hours for off-the-classroom study (Pre-study, practice)	15	2	30
Midterm exam	1	8	8
Lesson plan	1	8	8
Microteaching	1	5	5
Final exam	1	10	10
Total Work Load			106
Total Work Load / 25 (h)			4.24
ECTS Credit of the Course			4

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