FLE147 SPOKEN ENGLISH
| Course Code: | 4500147 |
| 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: | |
| Offered Semester: | Fall Semesters. |
Course Objectives
1. To raise students' awareness regarding the features of spoken language
2. To make students aware of the importance of employing effective communication strategies in presentations, dialogues, discussions, and debates.
3. To enhance students' ability to communicate effectively in a variety of situations through rehearsed and impromptu speaking tasks.
4. To equip them with the knowledge and skills needed for a well-structured presentation on a wide range of familiar subjects
Course Content
Employing variety of different listening texts that could be used in various discourses regarding from contemporary subjects to academic subjects, focusing on intonation, stress and sound differences; emphasizing the usages of phonetic alphabet in learning as well as production purposes; highlighting th importance of the accurate pronunciation for a language teacher.
Course Learning Outcomes
At the end of the course, students will be able to
• demonstrate improved communication competence by participating in rehearsed oral presentations and impromptu speaking tasks.
• exchange information on a wide range of topics within their field with some confidence
•
use a range of markers to introduce a topic and sustain the conversation
•
deal with follow-up questions with a degree of fluency and spontaneity
•
develop an argument giving reasons in support of or against a particular point of view
• deliver well-structured presentations on a wide range of familiar subjects
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