FLE317 ERROR ANALYSIS IN ELT
| Course Code: | 4500317 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 4.5 |
| Department: | Foreign Language Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Lecturer Dr. IŞIL GÜNSELİ KAÇAR |
| Offered Semester: | Fall and Spring Semesters. |
Course Objectives
By the end of the course
the students will be able to raise their awareness towards different forms of errors made by Turkish learners of English as a foreign language
the students will be able to apply different corrective feedback strategies to deal with a variety of language-related errors made by Turkish learners of English in a context-appropriate manner
the students will be able to raise their awareness towards the role and methods of error correction in teaching English as a foreign language to different learner profiles (those with different levels of proficiency in English and with different age levels)
the students will be able to raise their awareness towards the relationship between corrective feedback and language teacher development
Course Content
Examining the errors frequently made by learners in the English learning process emphasis on classification of common errors, the origins of learners` errors and the ways to help learners correct their errors.
Course Learning Outcomes
By the end of the course
the students will be able to demonstrate their understanding of different corrective feedback strategies in a variety of given contexts
the students will be able to provide corrective feedback to Turkish learners of English appropriately in given contexts
the students will be able to provide written corrective feedback to learners of English other than non- Turkish learners online within the framework of a telecollaboration project
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