TEFL: Listening and Speaking

Course Code:

Eden 318

Course Period:

Spring

Course Type:

Core

P:

3

Lab:

0

Credits:

3

ECTS:

4

Course Language:

İngilizce

Course Coordinator:

Ayşe S. AKYEL

Courses given by:

Zeynep KOÇOĞLU

Course Assistants :

Özden Oğul-Bülbül

Course Objectives:

This course aims to focus on developing students’ understanding of the principles and processes of EFL listening and speaking skills by examining different techniques of teaching listening and speaking skills in EFL classes and by providing opportunities to students to create meaningful and authentic activities with real purposes in real contexts in their lesson plans, applicable in various instructional settings.

Course Content:

basic concepts, procedures and practices related to the teaching and learning of listening and speaking skills in EFL context

peer teaching in the classroom followed by peer evaluation under the supervision of the instructor

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
To enable students to develop lesson plans and materials for teaching listening and speaking	2, 3, 5	1, 3, 4, 8	A, F, G
To develop reflective practice through observation and peer teaching	5	3, 4, 8	A, F, G
To provide an opportunity for students to design and evaluate a listening/speaking task.	2, 3, 5	3, 4, 8	A, F, G

Course Flow

COURSE CONTENT
Week	Topics	Study Materials
1	Introduction to the course	“Approaches to language teaching and the role of listening” Flowerdew and Farrell, Chapter 1.
2	Speech vs. writing The nature of spoken language	The teaching of listening, Richards, 2008, Ch. 1 Models of listening. Flowerdew and Farrell, Chapter 2.
3	Listening strategies Extensive listening Pre-while-post listening activities/lesson plan	“Teacher, the tape is too fast!” Extensive listening in ELT. Renandya article. Planning How teach English harmer chapter 12 Defining learning objectives for ELT. Fadil article
4	micro-teachings
5	micro-teachings
6	micro-teachings
7	micro-teachings
8	Teaching Speaking	The teaching of speaking, Richards, 2008, Ch. 2 Folse (2006), Chapter 1: Five
9	Fundamental Factors in Planning and Teaching a Conversation Class	Folse (2006), Chapter 4: 20 Successful Activities
10	micro-teachings
11	micro-teachings
12	micro-teachings
13	micro-teachings
14	micro-teachings
15	FINAL EXAM

Recommended Sources

RECOMMENDED SOURCES

Textbook

Richards, J. (2008). Teaching Listening and Speaking: From Theory to Practice. CUP:

Additional Resources

Fadil, H. (1985). Defining learning objectives for ELT. ELT Journal 39(2): 96-100.

Renandya, W. and Farrell, T. (2011). “Teacher, the tape is too fast!” Extensive listening in ELT. ELT Journal, 65(1): 52-59.

Harmer, J. (1992). The practice of English Language Teaching. Longman.

Harmer, J. (2007). How to teach English. Pearson.

Wilson, J.J. (2008). How to teach listening. Pearson.

Material Sharing

MATERIAL SHARING
Documents		Articles, Powerpoint slides
Assignments		Lesson plans, presentation, self/peer evaluation

Assessment

ASSESSMENT
IN-TERM STUDIES	NUMBER	PERCENTAGE
Peer Teaching with lesson plans	2	40
Self-Reflection report	2	10
Peer observation report	2	10
Midterm Exam	1	15
Final Exam	1	15
Reaction papers	2	10
Total		100
CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE		15
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE		85
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)	15	2	30
Peer Teaching with lesson plans	2	6	12
Self-Reflection report	2	3	6
Peer observation report	2	2	4
Midterm Exam	1	6	6
Final Exam	1	6	6
Reaction papers	2	2	4
Total Work Load			111
Total Work Load / 25 (h)			4,44
ECTS Credit of the Course			4

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