English Language Teaching
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

AENG108

Course Name:

Teaching of Lexical Competence

Course Semester:

Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	4

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Field Education

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Dr.Öğr.Üyesi RABİA MAHMOOD

Course Lecturer(s):

Dr.Öğr.Üyesi RABİA MAHMOOD
Dr.Öğr.Üyesi ANNA ASIATIDOU
Öğr.Gör. VOLGA KURBANZADE

Course Assistants:

Course Objective and Content

Course Objectives:	It is aimed to know the relationships between effective and language structures and to learn basic proverbs and idioms.
Course Content:	Relationship between words and language structures, words, idioms and proverbs produced with the help of suffixes.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Can determine the relationships between words and language structures.
2 - Skills
Cognitive - Practical
1) Can identify the words produced with the help of prefixes and suffixes.
2) Can use basic idioms and common proverbs and phrases in spoken and written language.
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	Introduction, sound, stylus, syllable and word	Chesla, E.L. (2003). 501 Vocabulary questions. New York: Thomson Delmar Learning. Gairns, R. & Redman, S. (1998). Working with words. Cambridge: Cambridge University Press. Hiebert, E. H. (2005). Teaching and learning vocabulary. London: Lawrance. Jackson, H. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology. London: Cassell. McCarthy, M. & O?Dell, F. (1994). English vocabulary in use. New York: Cambridge University Pres. Taylor, L. (1992). Vocabulary in action. New York: Prentice-Hall.
2)	Relationship between words and language structures. Types of Meaning: Polysemy, synonym, collocations, word connotations and private variable.	Chesla, E.L. (2003). 501 Vocabulary questions. New York: Thomson Delmar Learning. Gairns, R. & Redman, S. (1998). Working with words. Cambridge: Cambridge University Press. Hiebert, E. H. (2005). Teaching and learning vocabulary. London: Lawrance. Jackson, H. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology. London: Cassell. McCarthy, M. & O?Dell, F. (1994). English vocabulary in use. New York: Cambridge University Pres. Taylor, L. (1992). Vocabulary in action. New York: Prentice-Hall.
3)	Word derivation: word derivation with root, prefix and suffix	Chesla, E.L. (2003). 501 Vocabulary questions. New York: Thomson Delmar Learning. Gairns, R. & Redman, S. (1998). Working with words. Cambridge: Cambridge University Press. Hiebert, E. H. (2005). Teaching and learning vocabulary. London: Lawrance. Jackson, H. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology. London: Cassell. McCarthy, M. & O?Dell, F. (1994). English vocabulary in use. New York: Cambridge University Pres. Taylor, L. (1992). Vocabulary in action. New York: Prentice-Hall.
4)	Word derivation: word derivation with root, prefix and suffix	Chesla, E.L. (2003). 501 Vocabulary questions. New York: Thomson Delmar Learning. Gairns, R. & Redman, S. (1998). Working with words. Cambridge: Cambridge University Press. Hiebert, E. H. (2005). Teaching and learning vocabulary. London: Lawrance. Jackson, H. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology. London: Cassell. McCarthy, M. & O?Dell, F. (1994). English vocabulary in use. New York: Cambridge University Pres. Taylor, L. (1992). Vocabulary in action. New York: Prentice-Hall.
5)	Idioms, verbal actions in verbal and written language Phrases, slang, beautiful naming, neologism and proverbs	Chesla, E.L. (2003). 501 Vocabulary questions. New York: Thomson Delmar Learning. Gairns, R. & Redman, S. (1998). Working with words. Cambridge: Cambridge University Press. Hiebert, E. H. (2005). Teaching and learning vocabulary. London: Lawrance. Jackson, H. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology. London: Cassell. McCarthy, M. & O?Dell, F. (1994). English vocabulary in use. New York: Cambridge University Pres. Taylor, L. (1992). Vocabulary in action. New York: Prentice-Hall.
6)	Teaching English words with an integrated language skills approach	Chesla, E.L. (2003). 501 Vocabulary questions. New York: Thomson Delmar Learning. Gairns, R. & Redman, S. (1998). Working with words. Cambridge: Cambridge University Press. Hiebert, E. H. (2005). Teaching and learning vocabulary. London: Lawrance. Jackson, H. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology. London: Cassell. McCarthy, M. & O?Dell, F. (1994). English vocabulary in use. New York: Cambridge University Pres. Taylor, L. (1992). Vocabulary in action. New York: Prentice-Hall.
7)	Midterm
8)	Elements of word teaching in the classroom and various text types that can be used in the classroom	Chesla, E.L. (2003). 501 Vocabulary questions. New York: Thomson Delmar Learning. Gairns, R. & Redman, S. (1998). Working with words. Cambridge: Cambridge University Press. Hiebert, E. H. (2005). Teaching and learning vocabulary. London: Lawrance. Jackson, H. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology. London: Cassell. McCarthy, M. & O?Dell, F. (1994). English vocabulary in use. New York: Cambridge University Pres. Taylor, L. (1992). Vocabulary in action. New York: Prentice-Hall.
9)	Resources and vocabulary teaching techniques such as dictionary and collection	Chesla, E.L. (2003). 501 Vocabulary questions. New York: Thomson Delmar Learning. Gairns, R. & Redman, S. (1998). Working with words. Cambridge: Cambridge University Press. Hiebert, E. H. (2005). Teaching and learning vocabulary. London: Lawrance. Jackson, H. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology. London: Cassell. McCarthy, M. & O?Dell, F. (1994). English vocabulary in use. New York: Cambridge University Pres. Taylor, L. (1992). Vocabulary in action. New York: Prentice-Hall.
10)	Resources and vocabulary teaching techniques such as dictionary and collection	Chesla, E.L. (2003). 501 Vocabulary questions. New York: Thomson Delmar Learning. Gairns, R. & Redman, S. (1998). Working with words. Cambridge: Cambridge University Press. Hiebert, E. H. (2005). Teaching and learning vocabulary. London: Lawrance. Jackson, H. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology. London: Cassell. McCarthy, M. & O?Dell, F. (1994). English vocabulary in use. New York: Cambridge University Pres. Taylor, L. (1992). Vocabulary in action. New York: Prentice-Hall.
11)	Exams that can be used to measure English vocabulary and teaching / learning strategies to support students' vocabulary learning	Chesla, E.L. (2003). 501 Vocabulary questions. New York: Thomson Delmar Learning. Gairns, R. & Redman, S. (1998). Working with words. Cambridge: Cambridge University Press. Hiebert, E. H. (2005). Teaching and learning vocabulary. London: Lawrance. Jackson, H. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology. London: Cassell. McCarthy, M. & O?Dell, F. (1994). English vocabulary in use. New York: Cambridge University Pres. Taylor, L. (1992). Vocabulary in action. New York: Prentice-Hall.
12)	Thematic vocabulary training and teaching through texts	Chesla, E.L. (2003). 501 Vocabulary questions. New York: Thomson Delmar Learning. Gairns, R. & Redman, S. (1998). Working with words. Cambridge: Cambridge University Press. Hiebert, E. H. (2005). Teaching and learning vocabulary. London: Lawrance. Jackson, H. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology. London: Cassell. McCarthy, M. & O?Dell, F. (1994). English vocabulary in use. New York: Cambridge University Pres. Taylor, L. (1992). Vocabulary in action. New York: Prentice-Hall.
13)	General Evaluation	Chesla, E.L. (2003). 501 Vocabulary questions. New York: Thomson Delmar Learning. Gairns, R. & Redman, S. (1998). Working with words. Cambridge: Cambridge University Press. Hiebert, E. H. (2005). Teaching and learning vocabulary. London: Lawrance. Jackson, H. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology. London: Cassell. McCarthy, M. & O?Dell, F. (1994). English vocabulary in use. New York: Cambridge University Pres. Taylor, L. (1992). Vocabulary in action. New York: Prentice-Hall.
14)	Final exam

Sources

Course Notes / Textbooks:

Chesla, E.L. (2003). 501 Vocabulary questions. New York: Thomson Delmar Learning.
Gairns, R. & Redman, S. (1998). Working with words. Cambridge: Cambridge University Press.
Hiebert, E. H. (2005). Teaching and learning vocabulary. London: Lawrance.
Jackson, H. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology. London: Cassell.
McCarthy, M. & O?Dell, F. (1994). English vocabulary in use. New York: Cambridge University Pres.
Taylor, L. (1992). Vocabulary in action. New York: Prentice-Hall.

References:

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3
Program Outcomes
1) P1. To be able to use the language to reach the information, share the information orally and in written form
2) P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching
3) P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments
4) P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level).
5) P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment
6) P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching.
7) P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation.
8) P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully.
9) P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development
10) P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	P1. To be able to use the language to reach the information, share the information orally and in written form
2)	P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching
3)	P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments
4)	P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level).
5)	P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment
6)	P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching.
7)	P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation.
8)	P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully.
9)	P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development
10)	P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students

Learning Activity and Teaching Methods

Expression
Q&A / Discussion

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	1	% 20
Midterms	1	% 30
Final	1	% 50
total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Midterms	1	6	6
Final	1	6	6
Total Workload			12