TEFL:Grammar

Course Code:

Eden 317

Course Period:

Autumn

Course Type:

Core

P:

3

Lab:

0

Credits:

3

ECTS:

5

Course Language:

İngilizce

Course Coordinator:

Ayşe S. AKYEL

Courses given by:

Zeynep KOÇOĞLU

Course Assistants :

Özden Oğul-Bülbül

Course Objectives:

This course aims to improve pre-service English language teachers’ understanding of different aspects of English grammar through a detailed study of techniques used to teach grammar. The course also aims to improve prospective language teachers’ classroom management and planning skills, and abilities to prepare age-appropriate and proficiency level appropriate materials and activities to teach grammar effectively in an EFL classroom.

Course Content:

Pre-service teachers will not only enhance their grammatical knowledge but also learn the techniques to teach English grammar through peer teaching and supervised self- and peer- evaluation. They will write reaction papers on how to teach grammar and prepare lesson plans to teach grammar in EFL contexts. They will also be encouraged to develop a holistic approach to teaching grammar, identify common grammatical errors for EFL students and learn strategies to communicate proper techniques in an integrated and enjoyable manner, and develop a list of resources for use in the classroom.

Course Methodology:

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

Course Evaluation Methods:

Assessment 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

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.					X
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.
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.

Course Flow

COURSE CONTENT
Week	Topics	Study Materials
1	Introduction to the course
2	What is Grammar? Why Teach Grammar How to Teach Grammar from Rules How to Teach Grammar from Examples How to Teach Grammar through Texts	Thornbury (Chs. 1-5)
3	How to Practice Grammar How to Deal with Grammar Errors How to Integrate Grammar How to Test Grammar	Thornbury (Chs. 6-9)
4	How to Prepare a Lesson Plan
5	Peer-teachings
6	Peer-teachings
7	Peer-teachings
8	Peer-teachings
9	Midterm
10	Peer-teachings
11	Peer-teachings
12	Peer-teachings
13	Peer-teachings
14	Peer-teachings
15	Final Exam

Recommended Sources

RECOMMENDED SOURCES
Textbook	Thornbury, S. (2007) How to teach grammar? Essex: Pearson Education Limited.
Additional Resources	Ur, P. (1988) Grammar Practice Activities. Cambridge: Cambridge University Press.

Material Sharing

MATERIAL SHARING
Documents	PowerPoint presentations and sample lesson plans
Assignments	Preparing and applying lesson plans; Self/Peer evaluation
Exams	In-class Midterm, Final

Assessment

ASSESSMENT
IN-TERM STUDIES	NUMBER	PERCENTAGE
Peer teachings (with lesson plans and self-evaluation)	2	60
Midterm (including reaction paper & peer evaluation reports)	1	15
Final (including reaction paper & peer evaluation reports)	1	25
Total		100
CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE		25
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE		75
Total		100

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.					X
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.
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)	14	1	14
Peer-teachings	2	25	50
Midterm	1	10	10
Final	1	10	10
Total Workload			129
Total Workload / 25 (h)			129/25
ECTS Credit of the Course			5

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