Digital Game Design | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | TRD101 | ||||||||
Course Name: | Turkish I | ||||||||
Course Semester: | Fall | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Compulsory | ||||||||
Course Level: |
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Mode of Delivery: | E-Learning | ||||||||
Course Coordinator : | Assoc. Prof. HALİDE GAMZE İNCE YAKAR | ||||||||
Course Lecturer(s): |
Öğr.Gör. GÜVEN KESKİN Öğr.Gör. BELGİN KIZILÇAY Assoc. Prof. HALİDE GAMZE İNCE YAKAR Öğr.Gör. HALE DOĞU |
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Course Assistants: |
Course Objectives: | The aim of this course is to study the features and grammer rules of Turkish language; to improve reading, writing, listening and speaking abilities. Also the other topics are Turkish culture and literature as well as world literature and cultures. |
Course Content: | • “Dil” in tanımı • Dil-iletişim ilişkisi • İletişimin günlük yaşamdaki önemi •Vücut dili • Türk dilinin diğer diller arasındaki yeri • Dil türleri • Türk Dilinin Alfabeleri • Dilin tanımı • Dillerin kökeni • Dil-düşünce ilişkisi • Dil-edebiyat ilişkisi • Dil-iletişim ilişkisi • Dil-kültür ilişkisi • İletişim • Body language-communication relationship • Examples of body language • Dramatization • Daily usage of body language • Vücut dili • Dil türleri • Dünya dilleri |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | • Students define the “language”. • Students list characteristics of language. • Students interpret the characteristics of world languages. • Students tell the characteristic of Turkish. • Students discuss the function of language. | |
2) | • Students interpret the origin of the language. • Students relate the language with thought. • Students relate the language with literature. • Students relate the language with communicitaion types. • Students relate the language with culture. | |
3) | • Students describe the communication. • Students list the communication units. • Students recognize the communication types. • Students give examples the communication units. • Students discuss the importance of communication in daily life. | |
4) | • Students recognize the place of body language between the other communication types. • Students use the body language for communication. • Students evaluate the samples of body language. • Students dramatize the determinated samples. • Students label the meanings of body language. | |
5) | • Students define language types. • Students recognize language types. • Students classify language types. • Students classify world languages. • Students tabulate world languages. | |
6) | • Students explain the place of Turkish language between the other languages. • Students interpret the place of Turkish language between the other languages. • Students make an inference about the importance of Turkish. | |
7) | • Students express the history of Turkish language. • Students list the historical period of Turkish language. • Students compare the historical periods of Turkish language. • Students list the alphabets of Turkish language. • Students compare the alphabets of Turkish language. | |
8) | • Students define the “language”. • Students relate the language with communicitaion types. • Students discuss the importance of communication in daily life. • Students label the meanings of body language. • Students explain the place of Turkish language between the other languages. • Students recognize language types. • Students list the alphabets of Turkish language. | |
9) | • Students recognize the speaking rules of Turkish Language. • Students apply the speaking rules of Turkish Language. • Students analyze the speaking rules of Turkish Language. • Student correlate meaning with emphasis. • Students apply the emphasis. • Students state importance of sound health protection. | |
10) | • Students explain the rules of phonetic guide. • Students entitle the sound events of Turkish language. • Students determine the sound events with samples. • Students classify the Turkish consonance. • Students determine the vowel and consonants harmony rules. • Students give examples for Turkish phonetic rules. | |
11) | • Students recognize subjects on the Turkish text. • Students recognize basic massage on the Turkish texts. • Students express subject and basic massage of Turkish texts. • Students reproduce texts. • Students recite messages of the texts. | |
12) | • Students recognize the expression types in Turkish texts. • Students classify the expression types. • Students recognize the subjective expressions. • Students recognize the objective expressions. • Students compare subjective and objective expressions. | |
13) | • Students determine the ways of thought development in Turkish texts. • Students recognize the ways of different thought. • Students compare the ways of thought development in Turkish texts. • Students shows the differences of the ways of thought development in Turkish texts. • Students discuss about the ways of thought development in Turkish texts. | |
14) | • Students determine the ways of thought development in Turkish texts. • Students recognize the ways of different thought. • Students compare the ways of thought development in Turkish texts. • Students shows the differences of the ways of thought development in Turkish texts. • Students discuss about the ways of thought development in Turkish texts. | |
14) | • Students determine the ways of thought development in Turkish texts. • Students recognize the ways of different thought. • Students compare the ways of thought development in Turkish texts. • Students shows the differences of the ways of thought development in Turkish texts. • Students discuss about the ways of thought development in Turkish texts. | |
15) | • Students recognize the speaking rules of Turkish Language. • Students apply the speaking rules of Turkish Language. • Students determine the sound events with samples. • Students determine the vowel and consonants harmony rules. • Students tell subjects on the Turkish text. • Students tell basic massage on the Turkish texts. • Students recognize the subjective expressions. • Students recognize the objective expressions. |
Course Notes / Textbooks: | • Çotuksöken,Y., 2010,Üniversite Öğrencileri İçin Uygulamalı Türk Dili, Papatya Yayıncılık, İstanbul. ISBN:9789756797655 • Ergin, M., 2011,Üniversiteler için Türk Dili, Bayrak Basım/Yayım/Tanıtım, İstanbul. ISBN:9789757728055 • Tekalan Toman, H., 2010, Konuşan Türkçe, Kent Kitap Yayıncılık, Ankara ISBN:9789944915168 • Kolektif, 2012, Türkçe Sözlük, TDK, Ankara. ISBN:9789751600707 • Kolektif, 2005, Yazım Kılavuzu, TDK, Ankara. ISBN:9751618177 |
References: | • Çotuksöken,Y., 2010,Üniversite Öğrencileri İçin Uygulamalı Türk Dili, Papatya Yayıncılık, İstanbul. ISBN:9789756797655 • Ergin, M., 2011,Üniversiteler için Türk Dili, Bayrak Basım/Yayım/Tanıtım, İstanbul. ISBN:9789757728055 • Tekalan Toman, H., 2010, Konuşan Türkçe, Kent Kitap Yayıncılık, Ankara ISBN:9789944915168 • Kolektif, 2012, Türkçe Sözlük, TDK, Ankara. ISBN:9789751600707 • Kolektif, 2005, Yazım Kılavuzu, TDK, Ankara. ISBN:9751618177 |
Learning Outcomes | 1 |
---|---|
Program Outcomes |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution |
Expression | |
Lesson | |
Homework | |
Q&A / Discussion |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Oral Examination | |
Homework |
Semester Requirements | Number of Activities | Level of Contribution |
Midterms | 1 | % 40 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 1 | 28 | 28 |
Study Hours Out of Class | 1 | 15 | 15 |
Final | 1 | 2 | 2 |
Total Workload | 45 |