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

General course introduction information

Course Code:

AENG103

Course Name:

Pragmatics and Language Teaching

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):

Course Assistants:

Course Objective and Content

Course Objectives:	To have knowledge about basic education and pragmatics concepts and models in English lesson preparation.
Course Content:	Information about basic pragmatics concepts and models; Applying the theory of fineness to English teaching; Prepare materials for teaching verbal words in English.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Define the concept of pragmatics.
2 - Skills
Cognitive - Practical
1) Distinguish speech acts in context.
3 - Competences
Communication and Social Competence
Learning Competence
1) Recognize and explain discourse markers.
2) Explain the methods of discourse and text analysis within pragmatics.
3) Can explain the relationship between pragmatics and literature.
Field Specific Competence
Competence to Work Independently and Take Responsibility
1) Illustrate the relationship between pragmatics and intercultural communication.

Lesson Plan

Week	Subject	Related Preparation
1)	Introduction to pragmatics and terms	Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. Özsoy, A., Kocaman, A., İmer, K. (2013). Dilbilim Sözlüğü. İstanbul: Boğaziçi Üniversitesi Yayınevi Teachingpragmatics.com Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58. Ishihara, N., Cohen, A. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. New York. Routledge
2)	Pragmatics theories and terms	Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. Özsoy, A., Kocaman, A., İmer, K. (2013). Dilbilim Sözlüğü. İstanbul: Boğaziçi Üniversitesi Yayınevi Teachingpragmatics.com Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58. Ishihara, N., Cohen, A. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. New York. Routledge
3)	Impression and distance	Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. Özsoy, A., Kocaman, A., İmer, K. (2013). Dilbilim Sözlüğü. İstanbul: Boğaziçi Üniversitesi Yayınevi Teachingpragmatics.com Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58. Ishihara, N., Cohen, A. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. New York. Routledge
4)	Notation and grammar	Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. Özsoy, A., Kocaman, A., İmer, K. (2013). Dilbilim Sözlüğü. İstanbul: Boğaziçi Üniversitesi Yayınevi Teachingpragmatics.com Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58. Ishihara, N., Cohen, A. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. New York. Routledge
5)	Shipping and subtraction	Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. Özsoy, A., Kocaman, A., İmer, K. (2013). Dilbilim Sözlüğü. İstanbul: Boğaziçi Üniversitesi Yayınevi Teachingpragmatics.com Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58. Ishihara, N., Cohen, A. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. New York. Routledge
6)	Preface and Requirement	Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. Özsoy, A., Kocaman, A., İmer, K. (2013). Dilbilim Sözlüğü. İstanbul: Boğaziçi Üniversitesi Yayınevi Teachingpragmatics.com Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58. Ishihara, N., Cohen, A. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. New York. Routledge
7)	Cooperation and intuition	Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. Özsoy, A., Kocaman, A., İmer, K. (2013). Dilbilim Sözlüğü. İstanbul: Boğaziçi Üniversitesi Yayınevi Teachingpragmatics.com Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58. Ishihara, N., Cohen, A. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. New York. Routledge
8)	Midterm
9)	Types of Intuition	Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. Özsoy, A., Kocaman, A., İmer, K. (2013). Dilbilim Sözlüğü. İstanbul: Boğaziçi Üniversitesi Yayınevi Teachingpragmatics.com Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58. Ishihara, N., Cohen, A. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. New York. Routledge
10)	Verbal actions and events	Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. Özsoy, A., Kocaman, A., İmer, K. (2013). Dilbilim Sözlüğü. İstanbul: Boğaziçi Üniversitesi Yayınevi Teachingpragmatics.com Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58. Ishihara, N., Cohen, A. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. New York. Routledge
11)	Fineness and interaction	Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. Özsoy, A., Kocaman, A., İmer, K. (2013). Dilbilim Sözlüğü. İstanbul: Boğaziçi Üniversitesi Yayınevi Teachingpragmatics.com Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58. Ishihara, N., Cohen, A. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. New York. Routledge
12)	Positive and negative delicacy	Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. Özsoy, A., Kocaman, A., İmer, K. (2013). Dilbilim Sözlüğü. İstanbul: Boğaziçi Üniversitesi Yayınevi Teachingpragmatics.com Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58. Ishihara, N., Cohen, A. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. New York. Routledge
13)	Communication and preference structure	Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. Özsoy, A., Kocaman, A., İmer, K. (2013). Dilbilim Sözlüğü. İstanbul: Boğaziçi Üniversitesi Yayınevi Teachingpragmatics.com Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58. Ishihara, N., Cohen, A. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. New York. Routledge
14)	Intercultural pragmatics	Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. Özsoy, A., Kocaman, A., İmer, K. (2013). Dilbilim Sözlüğü. İstanbul: Boğaziçi Üniversitesi Yayınevi Teachingpragmatics.com Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58. Ishihara, N., Cohen, A. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. New York. Routledge
15)	Final exam

Sources

Course Notes / Textbooks:

Yule, G. (1996). Pragmatics. Oxford: Oxford University Press.
Özsoy, A., Kocaman, A., İmer, K. (2013). Dilbilim Sözlüğü. İstanbul: Boğaziçi Üniversitesi Yayınevi
Teachingpragmatics.com
Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: The case of complaints. ELT Journal, 49, 44-58.
Ishihara, N., Cohen, A. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. New York. Routledge

References:

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	4	5	6
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

Homework
Seminar

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
Midterms	1	% 40
Final	1	% 60
total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	2	28
Study Hours Out of Class	14	2	28
Presentations / Seminar	1	8	8
Homework Assignments	4	5	20
Midterms	1	10	10
Final	1	10	10
Total Workload			104