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This course and its sister course, History of Ideas II, were designed to provide the students of this department with an understanding of the basic ideas essential to any understanding of English literature and culture in general. Since this literature and culture are mostly based in Graeco/Latin philosophy and the Western church, this is where course 120 begins, it ends with Galileleo Galilei and the beginnings of a new scientific age.

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Developing students` linguistic competence in English, increasing awareness of how meaning is created through structure and how structure and vocabulary are related.

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A continuation of FLE 121, improving students` use of linguistic structures at the discourse level, focusing on relation between form and text type; producing texts that increase sensitivity to grammar in context.

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Paragraph writing; organization of paragraphs; developing skills of summarizing, outlining, paraphrasing, and answering exam questions at paragraph level.

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A continuation of FLE 123, developing expository essay writing skills, focusing on example essays, comparison-contrast essays and cause-effect essays.

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Enabling students to read unfamiliar, authentic texts accurately and efficiently, focusing on awareness of the relations between vocabulary, structure and meaning.

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A continuation of FLE 125, with emphasis on reading texts which are structurally and intellectually more complex.

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Developing students` speaking and listening skills with a variety of activities; listening to authentic English passages, conversations, poems, etc. on tape with emphasis on interaction-based activities that involve students in active communication.

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A continuation of FLE 127, aiming at further practice in listening and spoken skills, focusing on formal presentation skills.

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The course introduces students to the study of literature as a rigorous intellectual discipline introducing ways in which one might approach literature, through the practice of close reading and analysis. It seeks to develop basic strategies for critically reading and interpreting poetry, fiction, and drama, and to introduce the basics of literary analysis and critical methods associated with various literary concerns. The course also seeks to improve the students ability to understand, appreciate, and apply knowledge of plot, character, point of view, imagery, theme, setting, irony, tone, symbol, metaphor, metonymy, conceit, paradox, hyperbole, language and dramatic elements like hamartia and catharsis when reading fiction, poetry, or drama. Texts are selected from different periods (from classical time to the modernists) and cover three main genres of literature. The course proceeds through class discussions in which the students will demonstrate an understanding of the fundamentals of literary processes and focused writing assignments in which they employ their analytical and interpretative skills.

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The characteristics of the short story and its place in literature; techniques of analyzing the short story; analyzing various short stories by modern British and American writers. Classroom techniques for teaching the short story and practical applications.

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This course and its sister course, History of Ideas I were designed to provide the students of this department with an understanding of the basic ideas essential to any understanding of English literature and culture in general. This course starts with Descartes and Rationalism and continues chronology through to a brief introduction to Postmodernism.

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This course aims to promote understanding the relation between language structures and lexical items as well as raising awareness about the attribution of meaning by means of these structures. Within the framework of a context, advanced language structures are analyzed so as to establish relations between form and text type. Synthesizing these structures, students produce advanced level texts employing these structures. The course also emphasizes interactive activities such as group and pair work.

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This course is a continuation of Contextual Grammar I. This course leads students to have a critical perspective into the advanced level structures (e.g. word classes, elements of the sentence, types of sentence, sentence fragments etc.) of different types of texts on a contextual level. Building upon analysis and synthesis, students evaluate the most problematic forms of English grammar with guidance in their function and usage using methods such as error analysis or discourse analysis. Besides presenting a descriptive review of the forms and function of advanced English grammar structure, this course encourages students to develop a critical stance toward the use of these structures in various contexts. The course also emphasizes interactive activities such as group and pair work.

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This course presents a wide range of authentic reading materials including newspapers, journals, reviews and academic texts in order to comprehend contrasting viewpoints and to predict and identify main ideas and to decode intersentential clues. It also aims to equip students with intensive and extensive reading habits. Critical thinking skills such as synthesizing information or analyzing a problem as well as reacting on the basis of evaluation are fostered. Such sub-skills of reading are employed by the students’ in their writings.Students also analyze and produce different types of writings (e.g. expository paragraph, descriptive paragraph, narrative paragraph, etc.); build up writing skills emphasizing the organization, coherence, and cohesion and such sub-skills as summarizing, outlining, and paraphrasing at paragraph level. The use of spelling and punctuation conventions as well as non-alphabetic symbol use will be practiced as well.

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This course is a continuation of Advanced Reading and Writing I. This course promotes higher level thinking skills. By processing a variety of different authentic reading texts, students will develop superior-level sub-skills of reading namely, making inferences and deductions, and reading between the lines. Students will relate inferences from the text to real life, and gain insights into the cultural similarities and differences. By means of the awareness gained from the texts, students will analyze, synthesize and evaluate information and therefore, in their compositions, react to readings. Students will also analyze and produce different types of essays (e.g. comparison and contrast, classification, process analysis, cause-and-effect analysis, and argumentative) that are unified, coherent and organized. In addition to the integration of reading with writing, research-based instruction will be adopted, so that students will develop basic research skills including library/internet search, and basic research report writing skills such as citing, paraphrasing and referencing.

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This course aims to develop students’ listening and pronunciation skills while gaining confidence in communicating in English. To develop students’ receptive listening skills, it employs authentic listening materials (i.e. academic and natural-setting samples) produced by diverse communities of practice to be analyzed as communication-oriented classroom activities. Starting from basic listening and phonetic skills such as discriminating minimal pairs and formulating phonetic transcriptions of problematic sounds focused in class, the course will focus on higher level listening skills and strategies such as note-taking, predicting, extracting specific and detailed information, guessing meaning from context, and getting the gist through content-based activities. Students will be provided with the fundamentals of listening and phonetics namely vowels, consonants, stress in words, rhythm and intonation as well as the usage of phonetic alphabet for learning and production purposes. Throughout the course, students will also be exposed to aural authentic listening materials such as interviews, movies, songs, lectures, TV shows and news broadcasts. This course also aims to equip student teachers with a strong sensitivity towards different accents of English language being spoken around the world. Collaborative learning through group and pair work will be encouraged.

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This course offers a variety of diff. communication-oriented speaking opportunities such as discussions, individual and group presentations and other interactive tasks providing opportunity for students to improve their oral competence by developing effective language use both in formal and informal contexts. It offers extended communicative tasks such as debates, role-plays, individual and group presentations, impromptu speeches and other interactive tasks providing opportunity for students to improve their oral competence by developing effective language use both in formal and informal contexts. As in-class activities, for the promotion of interest and motivation in communication, the course also includes discussion topics, interesting facts, stimulating quotes as well as literary texts which are structurally and intellectually complex and thought-provoking. Integrating different reading and listening texts into communication-oriented tasks, this course aims to develop students’ productive skills beyond their receptive skills. By exploring components of communicative competence, this course aims to equip students with the necessary skills to become successful communicators as well as language teachers. Students will develop a good command in supra-segmental features (pitch, stress and intonation) as well as strategic competence in repairing communication breakdowns in communication on the basis of continuous feedback received throughout the course. Common pronunciation mistakes are listed by the instructor and discussed regularly so as to raise the awareness of students as future language teachers. By also utilizing theoretical and practical knowledge acquired in the listening and pronunciation course, students will be expected to deliver informative presentations individually and collaborate with a group to deliver a persuasive group presentation. Students will be acquainted with the use of audiovisual aids (OHP, power point, posters) and techniques which will be

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Intensive study of advanced level literary texts representing different priods and genres of English literature.

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Understanding the relation between advanced language structures and words (lexical items) and raising awareness about the formation of the meaning by means of these language structures; analyzing advanced language structures within the scope of text type; producing advanced level texts by employing such grammatical structures in context and analysis.

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A continuation of FLE 141 English Grammar and Composition I.

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Presenting authentic academic texts written in the field from the point of conceptual and structural perspectives; developing reading sub-skills required for higher level thinking skills such as analysis, synthesis, and evaluation; studying academic and professional writing skills; presenting applied studying skills of the academic types such as essay, article and report.

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Developing students´ speaking and listening skills with a variety of activities including reading; reading of and listening to authentic English passages, conversations, poems etc. with emphasis on interaction-based activities.

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This course is offered to help students have a general understanding of what language is, how language has been approached by different scholars, what the universals of language are, how languages diverge from each other structurally, how sign language contributes to the explanation of language universals, what the differences between animal communication and human languages are, how internal structures and rules that apply to these structures of words work, the relationship between brain and language, what lingusitic sounds are and how those sounds differ across languages.

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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.

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Depending on the facilities of the department, student teachers may chose to learn one of the following languages to fulfill the second foreign language requirement: German, French, Italian.This course is an introduction to the basics of a second foreign language. It aims at providing student teachers with the skills required for basic communication. The aim for student teachers is to understand simple every day dialogues and basic reading texts, express themselves and ask questions in the basic spoken language. To fulfill these aims, dialogues and reading texts are utilized. Student teachers are exposed to the basic structures and vocabulary items of the target language in communicative contexts, but grammar is not the primary focus. Listening is an important component of the course and is integrated especially with speaking. Besides, some insights into the target culture and life style will be given.
*This course is prerequisite for Second Foreign Language II and III.

Course Content

This course is a continuation of “Second Foreign Language I”. It aims at providing communicative tasks for student teachers to communicate in the target language. Student teachers will be exposed to commonly occurring grammatical patterns and vocabulary items in written texts such as newspapers, magazines and short stories. Simple writing tasks will also be integrated into the course. Both listening and speaking are important components of this course and more vocabulary items will be presented through longer dialogues and reading texts. More insights into the target culture and life style will be given through the use of authentic materials.
*This course is prerequisite for Second Foreign Language III

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This course presents the basic instructional principles and methods in education. It focuses on the principles of learning and teaching, the significance and necessity of being planned and organized in learning. To this end, this course will cover the basic principles of course design (e.g. yearly plans, lesson plans, and etc.) as well as basic methods and techniques in learning and teaching. In this course students will discover the ways to apply their relevant theoretical knowledge while learning how to utilize their teaching materials effectively. Students will also become conscious of teacher responsibilities and develop strategies to enhance quality in education.

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Developing further reading skills in understanding implications in a variety of text types; responding to ideas in texts, synthesizing information and implications in texts on the same topic and improving vocabulary development strategies with focus on different styles.

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The teaching of writing skills necessary for research and thesis writing; revising students` compositions, application of correction, evaluation, and grading strategies.

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Basic concepts of curriculum; the theoretical and practical aspects of English Language Teaching (ELT) Curricula, the development of English language curriculum from past to present; ELT Curricula at institutional, national, and international levels, ELT programs at a variety of educational contexts, approaches to current English language curriculum; learning and sub-learning areas; distribution and limits of achievements by classes, relationship with other courses; the relationship between English language teaching programs; used methods, techniques, tools and materials; measurement evaluation approach; teacher qualifications, ELT instructional programs in relation to sociocultural, contextual, and global issues in ELT.

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This course studies the characteristics of drama as a type of literature, types of drama and major trends in modern drama through close reading and analysis of plays from the Renaissance through the modern period by such playwrights as Marlowe, Shakespeare, Chekhov, Beckett and Ayckbourn. In this course, students will study and identify the elements of drama that distinguish it from other genres, read and identify individual playwrights representative of diverse theatrical expressions, examine social, religious, and philosophical forces that developed each trend, compare the contents and structures of the selected plays and discuss them in relation to each other.

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Continuation of FLE 223.

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In this course the great legends in world literature from ancient times to the seventeenth century are studied. These legends come from Asia, The Far East, the Classical world and Europe. The course provides essential readings for an understanding of the foundations of literature.

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This course offers choices from a range of courses in literature, in translation or in the original language, from Europe, Asia, Africa, and Latin America, from the late 17th century through to the present day. Through the study of world literature, students will be expected to recognize, understand, and appreciate the diversity of other cultures and societies and the intrinsic value of national literary traditions different from their own. Consequently, they will be required to demonstrate a more global and historical awareness of their place in the world. Students will be required to identify specific characteristics of the various literary modes common to each national literature and literary period, and, thus, recognize the sources, qualities, and achievements of different national literatures and different literary styles and techniques.

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This course is an intensive study of Shakespeare’s dramatic texts selected from various genres: comedy, tragedy, history and romance. The course will center around four plays, one representative example from each sub-genre. The emphasis will be on the study of the historical background of Elizabethan England, the culture in which the selected plays were written and performed, the literary style, dramatic principles and content in Shakespeare’s plays such as figurative language, scene development, dialogue, monologue, soliloquy, character development, multiplicity in plot, dramatic irony, thematic elements and their universality.

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This course makes a survey of the development of modern drama and studies major trends and theatrical movements of the nineteenth and twentieth centuries such as realism, naturalism, symbolism, expressionism, surrealism, and the absurd through close reading of representative selection of plays by Ibsen, Strindberg, Shaw, Pirandello, Brecht, O’Neill, Ionesco, Pinter, Stoppard and others. In this course, students will examine changes in the social and political role of drama, identify the influences that formed modern drama, read and evaluate samples of plays written in different periods and countries from the perspectives of content and dramatic form, apply critical thinking skills to analyse the connections among them and study how each play responds to the historical and cultural context in which it was written.

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This course studies plays from post World War II to the present. In this course, students will discover philosophical and aesthetic developments in contemporary drama and study how these developments are introduced as modes of expression reflecting globalization and contemporary cultural, political and economic forces and changes.

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Examining literature as a source of social evidence and testimony, this course deals with literary works which provide a variety of commentaries on and insights into the problems which are at the root of the perennial conflicts and tensions within society.

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This course looks at the influence that literature has on society as well as the ways in which it reflects or challenges social norms; such themes as honour and heroism, religion, women, poverty, colonialism, individuality, and integration and alienation are studied in relation to famous and influential works of literature. In addition, the material production of literature, history of textual transmission, and sociology of the text are examined and issues such as official and unofficial censorship, popular literature and the Canon, performance and criticism are discussed.

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This course focuses on British prose fiction from 1900 to the Second World War. After an introduction to the philosophical, political and economic background and to the arguments of Modernism, some of the main characteristics of Modernist art and of modern fiction in more general terms are studied in relation to works by such writers as James, Conrad, Wells, Bennett, Woolf, Joyce, Mansfield, Forster, Greene. The extent to which modern literary theories are responses to Modernist Fiction is discussed.

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The literary influences which shape modern life are discussed within the scope of selected novels which focus on the nature of human existence today.

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The aim of this course is to make the trainee teachers familiar with various aspects of school, students and the teaching profession, under the supervision of an instructor at an early stage. The main activities suggested for this course are school organization and administration, daily activities in school, group activities, a student`s daily school life, a teacher`s daily school life, school-family corporation, observation of main and subsidiary courses school problems, materials and written sources and various other aspects of teaching profession.

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Examining approaches and methods like Grammar Translation, Direct, Audiolingual Methods, Communicative Approach, the Natural Approach and techniques in English language teaching from a historical viewpoint; presentation of examples.

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Intensive study of advanced level literary texts representing different periods and genres of English literature.

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Linguistic approaches to the study of sound and form units of languages; description the phonetic and morphological units of Turkish making comparisons for teaching a foreign language.

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The linguistic analysis and description of Turkish sentence structures; arranging materials for teaching Turkish sentence structure with a linguistic approach; the application of modern approaches to semantics to the analysis of the Turkish language; the contribution of semantics to the teaching of Turkish.

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Understanding the process of language acquisition, the connection between language acquisition theories and language teaching methods, and the functioning of language in society. (=FLE 309)

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This course will explore the shifting meanings of modern and British within poetic practice, charting a literary history from the late nineteenth to the late twentieth century. The first several weeks of the course will treat some of the currents that gave rise to modernist poetry in Britain, including movements such as Imagism and Vorticism, and the new kinds of experience brought about by World War I. The middle part of the course will be centrally concerned with two major figures of high modernism, T.S. Eliot and W.B. Yeats. The final part of the course will deal largely with responses to and articulations within the terms set out by modernist poetry: for example, W.H. Auden’s diagnosis of English culture between the wars; Irish, Scots, Welsh poets negotiation of minority cultures within British modernity; and Philip Larkins hostility toward modernism’s experimentalism and cosmopolitanism. The student will identify and explain the social, religious, philosophical and economic forces of the period and read and identify modernist poets.

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This course is designed to read and discuss a range of important American poems representing the cultural and regional diversity of American Literature. We will focus a good deal of attention on Wallace Stevens, William Carlos Williams, Ezra Pound, H.D. and Robert Duncan. This course will help students understand and appreciate Modern American Poetry through the study of the most important practitioners of poetry locating them in their historical and social context.

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This course surveys the literary, cultural, philosophical, religious, social and economic dimensions of the Pre-colonial, Revolutionary, Romantic, early 19th century periods through a chronological study of major authors and their writing. Included on the reading list are Anne Bradstreet, Edward Taylor, Washington Irwing, James Fenimore Cooper, William Cullen Bryant, Henry Wadsworth Longfellow, Oliver Wendell Holmes, Edgar Allan Poe, Ralph Waldo Emerson, Henry David Thoreau, Nathaniel Hawthorne and Herman Melville.

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Basic principles, concepts, and theories of psychology are introduced together with relevant trends in literature to form a bridge between psychological trends and literary activity.

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This course will survey important texts in post-Lacanian psychoanalytic texts and literature that invites a psychoanalytic approach. In this course students will familiarize themselves with some of the key concepts of Helene Cixous, Luce Irigaray, Julia Kristeva, Slavoj Zizek and Judith Butler. They will also examine the texts written by Shoshana Felman, Gayatri Chakrovorty Spivak, Peter Brooks, Louis Althusser and Fredric Jameson and learn how to extrapolate meaning from literary texts such as James Joyce’s Ulysses and Virginia Woolf’s Mrs Dalloway.

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Understanding the process of language acquisition, the connection between language acquisition theories and language teaching methods, and the functioning of language in society. (=FLE 309)

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This course is focuses on designing and conducting needs analysis on language learner needs (e.g.: situational, objective, subjective and language needs), writing objectives that reflect these needs and designing course syllabus at the macro level and writing lesson plans at the micro level. An overview of different lesson stages (i.e.: Presentation, Practice and Production) and approaches to lesson planning and course design will be presented. Student teachers will become familiar with various syllabus types and criteria for the selection of appropriate syllabus type according to the needs of the learners, age of the learners and aims of the course; standards-based teaching, proficiency descriptors, English language proficiency standards and guidelines, Common European Framework and the European Language Portfolio ; and identity issues.

Course Content

This course is a study of the development of theatre through the Middle Ages with emphasis on English drama of the Medieval period. Selected mystery and morality plays will be read and analyzed to understand the world view which they represent and the society which produced them. In this course, students will become familiar with the main types and themes of Medieval drama and discover the position and function of drama in the Medival period and the relationship of art to society. They will also explore and express the connections between Medieval drama and drama in subsequent periods.

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Following a brief study of the nature of this literary form, a comprehensive collection representing the most outstanding short stories written in the past hundred years by European, English, and American writers is examined.

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A continuation of FLE 267.

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An introduction to the contrastive analysis of Turkish and English. Comparing English and Turkish with respect to their phonetic, morphological, syntactic and semantics systems. Phonetics: Consonants and vowels; word stress. Syntax: the structure of the simple clause; phrase structure; embedding. Semantics: tense, aspect and modality in Turkish and English; the perfective and non-perfective aspect; epistemic and deontic modality.

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German grammar, German grammar compared to English grammar. Language training in German.

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A continuation of FLE 271.

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Developing reading and writing skills. Textual practice of the grammatical knowledge.

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A continuation of FLE 273.

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Language training in German with focus on the standard language. Lexical and structural problems in the process of communication.

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A continuation of FLE 275.

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This course is a continuation of Second Foreign Language II. It aims at further developing student teachers’ reading and oral skills. Authentic texts of different genres will be studied in order to focus on more complex grammatical structures and advanced level vocabulary items. Student teachers are expected to make short oral presentations, produce role-plays, watch short extracts of movies in the target language and participate in simple discussions on a related topic in class and write letters and e-mails of greeting, complaint, response etc., diary entries and short paragraphs and essays. Further insights into the target culture and life style will be given through authentic classroom materials and research tasks.

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The genealogical classification of the languages of the world. The topological classification of the languages of the world. Different explanations of the relationship between languages. The Indo-European language group. The Germanic language group. Universal grammar and language diversity.

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This course is an introduction to public speaking and focuses on development of practical skills for effective communication. It emphasizes fundamental stages of speech preparation and delivery including adopting and developing audio and visual aids. Throughout the course, students will deliver extended presentations as an outcome of extensive reading and research. Samples of successful presentations will be analyzed in terms of the appropriateness of content, form, and audiovisual aids. The course also aims to foster students’ oral and written language skills in job-related situations such as interviewing, socializing, telephoning, presenting information, holding meetings as well as CV and application writing.

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Features and functions of human communication, components of language and methods of linguistic analysis with emphasis on transformational models. Study of major transformational rules. Not open to students majoring in English Language Teaching.

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Analysis of phonological components of language. Brief survey of linguistic change and language variation. Language acquisition. Not open to students majoring in English Language Teaching.

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Beginning with a discussion of language as a social institution, this course treats various aspects of the reciprocal relationship between language and culture, including language and world view, language and nationalism, naming and word magic, linguistic taboos, and national language policy.

Course Content

Basic sociolinguistic concepts; language and socialization, language and social setting, pluralingualism and verbal repertoire.

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Selections from contemporary writing in English from a wide variety of national and ethnic literatures. A new international group of writers has become prominent as English becomes increasingly the international language. Writers from former colonies are writing in English, and a new vitality in translation is opening heretofore unavailable literatures available to English readers.

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A continuation of FLE 303, enabling students to acquire skills necessary for teaching different language skills with special emphasis on learning and teaching strategies, lesson planning and class management.

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A survey of the major works of W. Shakespeare and his contemporaries.

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Theories, comparison, and illustration of native and foreign languages; stages of language development and acquisition; learning grammar and other components of language; models of foreign language learning; learner characteristics; using language and learning stages and processes in the teaching of a foreign language.

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The learning strategies of young children and the acquisition of the mother tongue as well as the learning of a foreign language; the classroom methods and techniques to be used when teaching English to young learners; the development of games, songs and visual materials and their use in teaching.

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The teaching and application of scientific research methods and techniques; having students do small scale research in their own fields and evaluating their work.

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Developing skills involved in writing a research paper; conducting library research and producing a full-length term paper.

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Functional analysis of language; Methods of analyzing spoken and written language; Interaction in the classroom setting.

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Sentence structure, word formation, semantics, phonology (pronunciation change), spelling, dialectal & socio-lingual variation. The general approach is chronological, through studies of selected passages from different times.

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The years from the Great Exhibition (1851) to the Second Reform Bill (1867) were a period of enormous vitality in the English novel. Major works by Dickens, Thackeray, Charlotte Bronte, Trollope, George Eliot, Gaskell, and others capitalized on the burgeoning of serial publication and circulating libraries; on unprecedented growth of consumer capitalism at home and imperial dominance abroad; on worshipful audiences ranging from distinguished literary critics, to eminent leaders of society and politics, to vast numbers of middle and lower class readers. The result was a novel of confident power and narrative scope. By focusing on this period, we are able to survey many of the major authors of Victorian fiction while attending closely to a specific set of historical developments, class relations, and gender issues. The aim of the course is to instruct the students about the characteristics of novel as a literary genre and to show the classroom techniques for teaching the realist novel and to introduce them to the Victorian novel by close study of major texts from this period.

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 Content

Introducing different kinds of visual aids which improve the language teaching and learning process. Students will be shown why the aid is useful, how to use it, and to which language items the aid is best applied. Recommended to the FLE students who are ready to do their practice teaching.

Course Content

The use of discourse analysis to understand the characteristics of texts; translating various types of texts from English to Turkish; discussing the problematic points in translation and finding ways of dealing with them.

Course Content

An introduction to the basic concepts of articulatory phonetics; the use of this knowledge in the description and classification of English sounds; helping students to produce and perceive English to become better communicators.

Course Content

The characteristics of drama as a type of literature; types of drama; analysis of drama; analysis of examples from English or American drama representing different trends in drama. Classroom techniques for teaching drama and practical applications.

Course Content

The characteristics of the novel as a literary genre; approaches to analysing the novel; analysis of sample British and American novels that represent various literary periods. Classroom techniques for teaching the novel and practical applications.

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Enabling students to acquire the skills necessary for a broad range of translation problems through practical work on graded English texts from diverse areas of human activity. (=FLE 306)

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This course concentrates on building language awareness and teaching skills through a detailed study of techniques and stages of teaching listening, speaking, pronunciation, reading, writing, grammar and vocabulary to language learners at various ages and language proficiency levels. Student teachers will design individual and/or group micro-teaching activities focusing on the language skills above with adherence to principles of lesson planning and techniques of the specific skills for a variety proficiency levels.

Course Content

Close study of selected major British novels.

Course Content

A continuation of FLE 325.

Course Content

World mythology and its relevance to appreciating great works of art, both ancient and modern. Egyptian, Assyro - Babylonian, Celtic, Teutonic, Indian, Greek and Roman mythology.

Course Content

Basic notions of generative syntax within the framework of Principles and Parameters and Minimalist program. The course will enable students to work with linguistic data from a variety of languages, including but not restricted to English, make generalizations over the data, form hypotheses that can explain the generalizations, and test the hypotheses on more data in order to reach a (tentative) conclusion.

Course Content

The course is aims to introduce students to various aspects of multilingualism with a cross-disciplinary perspective. The course will include linguistic, cognitive, psycholinguistic and sociolinguistic aspects of bi-/multilingualism. Some of the topic that will be covered are definition and development of multilingualism, linguistic behaviors of multilinguals, the psycholinguistic and cognitive bases of multilingualism, societal multilingualism, language maintenance and loss, and multilingual identity.

Course Content

Course Content

In cooperation with national non-governmental organizations, throughout this course student teachers participate in community service to meet certain educational and social needs of local communities in order to develop their critical thinking abilities, their commitment and values, and the skills they need for effective citizenship. Driven by a philosophy of experiential learning, student teachers may take a service or a project option. For the former option, student teachers are to commit to a minimum 15 hours of community service during the term at the following approved non-profit community based agencies:
TEGV: Türk Eğitim Gönüllüleri Vakfı (http://www.tegv.org/v2/default.asp)
ÇYDD: Çağdaş Yaşamı Destekleme Derneği (http://www.cydd.org.tr/ )
TGV: Toplum Gönüllüleri Vakfı (http://www.tog.org.tr/ )
TEV: Türk Eğitim Vakfı (http://www.tev.org.tr/)
AÇEV: Anne Çocuk Eğitim Vakfı (http://www.acev.org/)
İLKYAR: İlköğretim Okullarına Yardım Vakfı (http://www.ilkyar.org.tr/)
ZİÇEV: Zihinsel Yetersiz Çocukları Yetiştirme ve Koruma Vakfı (http://www.zicev.org.tr/)
ÇEKÜL: Çevre ve Kültür Değerlerini Koruma ve Tanıtma Vakfı (http://www.cekulvakfi.org.tr/)
TEMA: Türkiye Erozyonla Mücadele Ağaçlandırma ve Doğal Varlıkları Koruma Vakfı (http://www.tema.org.tr/ )
KIZILAY (http://www.kizilay.org.tr/)
AKUT: Arama Kurtarma Derneği (http://www.akut.org.tr/)
LÖSEV: Lösemili Çocuklar Vakfı (http://www.losev.org.tr/)
For the latter option, with the guidance of a mentor, student teachers are expected to develop and implement small-scale educational problem-based projects in cooperation with primary and secondary level educational institutions in their local surroundings.

Course Content

The aim of the course is to raise an awareness of the sound systems of different languages, in particular, the importance of phonology of a foreign language. It aims to provide students with theoretical knowledge of phonology and practical skills in phonological analysis. It is a comprehensive survey of suprasegmentals, phonological processes, speech errors, dialect and language variations and phonologival development with a special emphasis on English and Turkish.

Course Content

This course introduces pre-service teachers of English to Computer-Assisted Language Learning(CALL) tools. In addition to giving an overview of the uses of CALL tools in teaching/learning, the course will cover a review of interactive instructional evaluation of English language teaching software and use of Web 2.0 tools in the language classroom. Implications of CALL in language classrooms will also be discussed. Students will be provided with hands-on experience, and they will also develop their own multimedia CALL materials (e.g. web pages, wikis, blogs, etc.). Students will also review and evaluate current research in CALL.

Course Content

Comparison of the categories of finite verb, subject and predicate, tenses of the verb, modality, gender of verb, declination of nouns, article, pronoun, adverb, relative clauses, adjectival, nominal phrases, and related grammatical topics in the two languages under consideration.

Course Content

Comparison of the categories of subject, direct and indirect object, case, subject-and object-sentences, modal auxiliary verbs, sentence connectives, questions, indirect questions, temporal clauses, conditional clauses, infinitives, and related grammatical topics in the two languages under consideration.

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Translations from German into Turkish and/or English. Special problems in translating literary, philosophical, scientific, and commercial texts, lexical and structural problems in the translation process.

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Readings texts of a high intellectual level from representative writers of philosophy, humanities, and social sciences in different centuries.

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German Civilization in the Middle Ages, in the epoches of Renaissance, Baroque, Enlightenment, Classicism, Romanticism, during the Second German Empire, between 1919-1945, after World War II, between 1965-1990 and after reunification.

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Communicative grammar of German including speech acts, communicational routines, and discourse analysis.

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Developing reading and writing skills in German for special purposes in the different fields of sciences and in the theory of science.

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Models for the acquisition, processing, and application of human knowledge as the object of cognitive sciences. Cognitive linguistics as the investigation of the acquisition, processing, and application of language knowledge. Grammar as a model of human language knowledge. Relations to artificial intelligence.

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Consolidating the skills necessary for teaching English as a foreign language at primary and secondary schools through observation and teaching practice in pre-determined secondary schools under staff supervision; critically analyzing the previously acquired teaching related knowlegde and skills through further reading, research and in class activities in order to develop a professional view of the ELT field.

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Continuation of FLE 304, enabling students to acquire skills necessary for evaluating language teaching materials in current textbooks, adapting or developing materials for language teaching and language testing.

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The characteristics of poetry as a literary genre; approaches to analysing poetry, the analysis of various poems by various British and American poets. Classroom techniques for teaching poetry and practical applications.

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Continuation of FLE 322.

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Enabling students to acquire skills necessary for dealing with a broad range of translation problems through analysis, discussion and practice with a variety of texts.

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Types of tests; test preparation techniques for the purpose of measuring various English language skills; the practice of preparing various types of questions; evaluation and analysis techniques; statistical calculations.

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The course aims to acquaint students (pre-service English language teachers) with the most recent developments in the different branches of Linguistics so that they are better prepared for their jobs as English language teachers.

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This course aims to prepare students for full teaching practice. It gives them a structured introduction to teaching, helps them acquire teaching competencies and develop teaching skills. Stdents have observation and application tasks that they carry out in scool under the supervision of a cooperating teacher. Some observation tasks include: practicing questioning skills, explaining; effective use of textbooks; topic sequencing and lesson planning; classroom management. Micro-teaching skills include: Preparing and using worksheets; effective use of textbooks; full lesson questioning skills; explainig.

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This course includes the fundamental theories and approaches in the science of translation. Students translate a variety of different authentic English texts into Turkish and Turkish texts into English. Besides translation activities from diverse areas, within a contrastive analysis framework, students also engage in error analysis tasks in which they critically evaluate the appropriateness of the various translations of the same text paying attention to the idiosyncrasies regarding the unique nature of Turkish and English and its comparison to their own translation by employing different translation skills. Various aspects of translation will be evaluated including style, word selection, the role and importance of translation in language learning and teaching and cultural aspects of translation. The practical aspect of the course will go hand in hand with readings covering theoretical grounds pertinent to current issues in the field of translation. Exposure to and translation of ELT-related materials will also be strongly encouraged.

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This course aims to prepare student teachers for full teaching practice. It gives them a structured introduction to teaching, helps them acquire teaching competencies and develop teaching skills. Student teachers have observation and application tasks that they carry out in a primary or secondary school under the supervision of a cooperating teacher. Some observation tasks include: practicing questioning skills, explaining; effective use of textbooks; topic sequencing and lesson planning; classroom management; preparing and using worksheets; effective use of textbooks; effective questioning skills; explaining.

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An in-depth analysis of the relation between lexical semantics, clause structure and discourse in English, with a focus on aspects of English grammar that are problematic for second language learners. Argument structure: types of verbs and passivisation. Lexical aspect and discourse: types of lexical aspect; aspect in discourse; adverbial modification. The syntax and the semantics of the noun phrase in English: definiteness, quantifiers, subject-verb agreement; definiteness; specificity; genericness.

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Reviewing syntactic and semantic trouble spots in English grammar at advanced level, with emphasis on techniques of teaching grammar.

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Developing students’ awareness of the role of social context, social hierarchies and identities in the ways in which a language is used; language and class; language and gender; language and ethnicity; language and sexuality; language and age; language standardization and language change.

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Making observations about field-specific teaching methods and techniques; experiencing individual and group micro-teaching applications, designing lesson plans and developing materials for the observed language classes, teaching and practicing language in the cooperating schools and using classroom management techniques while teaching, evaluating students work through activities and assigned materials, reflecting on teaching and observation experience.

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A continuation of FLE 431 ELT Practicum I. Making observations about field-specific teaching methods and techniques; experiencing individual teaching applications, designing lesson plans and developing materials for the observed language classes, teaching and practicing language in the cooperating schools and using classroom management techniques while teaching, evaluating students work through activities and assigned materials, reflecting on teaching and observation experience, critically analyzing the previously acquired teaching related knowledge and skills through further reading, research and in class activities in order to develop a professional view of the ELT field.

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The course is a continuation of FLE 333 Introduction to Syntax, in which students are introduced to the ideas underlying the generative tradition and where they attain basic knowledge of generative syntax, including the notions of phrase structure (head, complement, specifier), structural relations between elements in a syntactic structure, constituency, lexical and functional categories/projections, subcategorization (selection), Theta theory, head movement. The topics covered in FLE 433 include more advanced concepts in syntactic theory, such as Binding theory, Case theory, passivization, local and long distance (A and A’) movement, and related notions such as syntactic locality, successive cyclicity, islandhood, quantifier raising. The course will advance students’ proficiency in syntactic analysis, with an emphasis on individual research, as well as provide them with the basics of syntax-semantics interface.

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Definition of drama as a term and as a literary genre; analysis of major examples of drama as representative of the cultural landscape and major ideas of the Western world; the use of drama as an educational and a language teaching tool; applying existing theoretical knowledge about drama to the language classroom; micro-teaching sessions and presentations.

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FLE 444 includes approaches to how undergraduates can use literary texts as foreign language teaching materials and provides them the opportunity to: (1) discuss the contribution of literature to English language teaching, (2) examine the selection and use of materials for integrating literature into English lessons, and (iii) ) to explore the various techniques used to adapt literary texts in different genres.

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Sociolinguistics as a sub-branch of linguistics that ties language and communication to the context; language variation according to context, aim and interlocutors involved in the interaction; the characteristics and speech patterns in multilingual communities; language variations dependent on the users (e.g., age, gender, ethnicity, geographical location and social structure)

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Giving students opportunities to focus on both theoretical and practical aspects of the use of digital tools in English Language Teaching (ELT); covering a variety of digital ELT teaching and learning environments such as computer assisted language learning, mobile assisted language learning, and blended/online ELT education; analyzing, designing and adapting digital tools for ELT classes such as mobile applications, websites, and software for multimodal language learning; and implementing language learning/teaching via gamification, augmented reality, virtual reality, and artificial intelligence.

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German literature in the epoches of the Middle Ages, Renaissance, Baroque, Enlightenment, Classicism, Romanticism, Realism, Naturalism, Expressionism, Impressionism, and during the 20th century.

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German and Germanic. The German dialects. The standardization of German. The influence of foreign languages. Language reform. `New-High-German`. Language and nationalism. German as a scientific language. Language development and urbanization. Contemporary normative linguistics. Language problems of foreigners.

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Translations into German from Turkish and/or English. Special problems in translating literary, philosophical, scientific, and commercial texts. Lexical and structural problems in the translation process.

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Reading literary texts of a high level from representative writers in different centuries. FLE 471 is recommended.

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The morpho-syntactic structure of German including morpho-phonemic structure, derivation and composition of words, semantic structure, and loan influence.

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Developing reading and writing skills in German for special purposes in the field of Business and Administration.

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Developing reading and writing skills in German for special purposes in the field of logic, theory of grammar, and cognitive sciences.

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Developing student-teachers awareness of the relation between world Englishes and culture, the aspects in their own national and local cultures, the role of culture in English language teaching, and the cultural differences for effective communication.

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Pragmatics as a sub-branch of linguistics that studies the relationship between the meaning of an utterance and the context in which the utterance is produced; changes in the meaning affected by what, how and to whom someone is said.

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An introductory course to discourse analysis in language teaching and language classroom research. Concentrating on the different approaches used in the analysis of spoken and written language produced in different contexts, and the interaction among students, and between the students and the teacher in the classroom setting.

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This course introduces student teachers to the terminology and issues related to inclusion, diversity and equity in a foreign language classroom context. The course addresses all students including marginalized groups and students with disabilities as assets in a foreign language classroom. Student teachers are expected to read recent research articles on diversity, equity, and inclusion and actively participate in classroom discussions within various theoretical frameworks such as Bourdieu` s forms of capital, linguistic human rights, and the theory of figured worlds. National and international education policies will also be analysed regarding foreign language education specifically for students with disabilities to explore and identify ideologies that restrict or contribute to diversity and equity in creating inclusive foreign language classrooms.