FLE142 ENGLISH GRAMMAR AND COMPOSITION II
| Course Code: | 4500142 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 7.0 |
| Department: | Foreign Language Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Lecturer Dr. IŞIL GÜNSELİ KAÇAR |
| Offered Semester: | Spring Semesters. |
Course Objectives
This course aims to develop students’ linguistic competence in English through expanding their knowledge of English grammar and writing. The course is organized with the intention of increasing student awareness of how meaning is created through structure and how structure and meaning are related. Emphasis will be placed on critical thinking, university level essay development, reading comprehension, vocabulary improvement, certain grammatical structures, usage and mechanics with the aim of training students to become more accurate and less inhibited about expressing themselves in English. More specifically, the course will explore formal rhetorical patterns including classification, comparison, causation, and argumentation. In addition, the course will engage the student in formal research and in improving mastery of the fundamentals of English grammar.
Course Content
A continuation of FLE 141 English Grammar and Composition I.
Course Learning Outcomes
By the end of the course, students will be able to:
- recognize and analyze target grammatical structures within the context;
- develop greater mastery of English writing skills, in order to convey ideas through the written word more effectively.
- increase critical thinking skills including capacity to define, to compare, to determine causes or outcomes and to evaluate.
- develop thesis statements that are unified, restricted and precise;
- develop well-organized essays of a variety of different modes,
- increase vocabulary knowledge by getting engaged in specified reading material,
- demonstrate mechanical correctness and accuracy in writing,
- identify credible sources and integrate these sources into a text.
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | Make appropriate pedagogical decisions in accordance with their particular English teaching context (i.e. Age, setting, location, and learner background) based on a contemporary repertoire of language teaching approaches and methods. | ✔ | |||
| 2 | Critically analyze linguistic, literary, cultural, and historical issues when selecting, developing, and using course materials and assessment instruments. | ✔ | |||
| 3 | Based on their familiarity with educational sciences, literature, and linguistics, establish cross-disciplinary connections and develop critical intellectual curiosity. | ✔ | |||
| 4 | Identify and generate solutions for specific language-related problems which learners of English may face at different proficiency levels. | ✔ | |||
| 5 | Individually and collaboratively design, conduct, and report small-scale educational research projects by employing relevant research methods in the investigation of language with teachers from local, national or international contexts. | ✔ | |||
| 6 | Demonstrate awareness of individual, (multi) cultural, and psycho-social diversity in learning environments and adapt to different local contexts. | ✔ | |||
| 7 | Analyze and address professional challenges based on an awareness of global systems and comparisons of educational systems. | ✔ | |||
| 8 | Fluently and accurately use all receptive and productive English language skills at an advanced level for effective daily and academic communication. | ✔ | |||
| 9 | Effectively translate a diverse set of English and Turkish discourses considering context-specific elements. | ✔ | |||
| 10 | Utilize experiences of learning a foreign language other than English for developing an awareness of language learning processes. | ✔ | |||
| 11 | With self-confidence, effectively communicate with students and other stakeholders in educational settings. | ✔ | |||
| 12 | Engage in reflective teaching, self-evaluation, and ongoing professional development. | ✔ | |||
| 13 | Select and utilize appropriate instructional technologies and information literacy skills to increase the effectiveness of foreign language teaching. | ✔ | |||
| 14 | Promote creativity, understanding, cooperation, and equity to establish a positive classroom environment. | ✔ | |||
| 15 | Develop a critical and multicultural perspective to language and language-related issues emerging from global English contexts. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution