1	Course Title:	ACADEMIC READING IN GERMAN
2	Course Code:	ALM5113
3	Type of Course:	Optional
4	Level of Course:	Second Cycle
5	Year of Study:	1
6	Semester:	1
7	ECTS Credits Allocated:	3
8	Theoretical (hour/week):	2
9	Practice (hour/week) :	0
10	Laboratory (hour/week) :	0
11	Prerequisites:	None
12	Recommended optional programme components:	None
13	Language:	Turkish
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Prof. Dr. Gülten Güler
16	Course Lecturers:	Prof. Dr. Gülten Güler
17	Contactinformation of the Course Coordinator:	Prof. Dr. Gülten Güler Uludağ Üniversitesi Eğitim Fakültesi Yabancı Diller Eğitimi Bölümü Alman Dili Eğitimi Anabilim Dalı Görükle Kampüsü
18	Website:
19	Objective of the Course:	To be able to use academic reading skills and strategies for preparing of research paper
20	Contribution of the Course to Professional Development	It prepares an important basis for the thesis work and future studies of the student who completes the course and contributes to the studies he will do in his professional life.

21

Learning Outcomes:

1 To be able to understand and explain the principle that should be observed in scientific reading; 2 To be able to identify academic reading process.; 3 To be able to deepen the theoretical and practical knowledge in the field. ; 4 To be able to follow the field specific developments and make use of them in her/his own scientific studies.; 5 To be able to prepare a scientific research paper in German based on reading techniques ;

22	Course Content:

Week	Theoretical	Practical
1	Presentation of the semester content and tasks.
2	Terminology, course goals, principles and basic concepts. Rules in academic reading.
3	Basic and advanced academic reading techniques in the field of German teaching.
4	Advanced academic reading techniques in the field of German teaching
5	Comparison and evaluation academic reading techniques.
6	Stages of the academic reading process and the role of the researcher in this process.
7	Special features of academic texts (abstract, conference paper, posters, articles, master's thesis).
8	Special features of academic texts (abstract, conference paper, posters, articles, master's thesis).
9	Special features of academic texts (abstract, conference paper, posters, articles, master's thesis).
10	Special features of academic texts (abstract, conference paper, posters, articles, master's thesis).
11	Reading of academic texts.
12	Reading of academic texts.
13	Analyzing and evaluating the reading projects in the field of teaching German.
14	Discussing and evaluating the implemetations during the semester.

23	Textbooks, References and/or Other Materials:	Blühdorn, Hardarik/Breindl, Eva/Waßner, Ulrich Hermann (Hg.) (2006): Text – Verstehen: Grammatik und darüber hinaus. Berlin, New York Bräuer, Christoph (2002): Als Lesedetektive der Lesekompetenz auf der Spur. Zwei Blicke auf ein Unterrichtskonzept zur Vermittlung von Lesestrategien. In: Didaktik Deutsch 13, 17–32 Bremerich-Vos/Schlegel, Sonja (2003): Zum Scheitern eines Lesestrategietrainings für SchülerInnen der Orientierungsstufe. In: Abraham, Ulf/Bremerich-Vos, Albert/Frederking, Volker/Wieler, Petra (Hg.): Deutschdidaktik und Deutschunterricht nach PISA. Freiburg, 409–430. Brinker, Klaus (2005): Linguistische Textanalyse: eine Einführung in Grundbegriffe und Methoden. Berlin. Ehlers, Swantje (2003): Übungen zum Leseverstehen. In: Bausch, Karl-Richard/Christ, Herbert/Krumm, Hans-Jürgen (Hg.): Handbuch Fremdsprachenunterricht. Tübingen, Basel, 286–292 . Ehlers, Swantje (2007): Lesen als Verstehen: Arbeit mit literarischen Texten. Berlin Fabricius-Hansen, Cathrine (2002): Texte in der Fremdsprache lesen und verstehen: Überlegungen zu einem vernachlässigten Thema. (http://www.hf.uio.no/ilos/forskning/prosjekter/sprik/docs/pdf/cfh/HansenReport16.pdf) Schraml, Petra (2005): Pisa hat Leseschwäche offenbart. Zum Stand der Lesekompetenz deutscher Kinder und Jugendlicher. Unter: http://www.lesen-in-deutschland.de/html/content.php?objec =journal&lid=568 (07.09.2010). Solmecke, Gert (1993): Texte hören, lesen, verstehen. Eine Einführung in die Schulung der rezeptiven Kompetenz mit Beispielen für den Unterricht Deutsch als Fremdsprache. München. Souvignier, Elmar/Küppers, Judith/Gold, Andreas (2003): Wir werden Textdetektive: Beschreibung eines Trainingsprogramms zur Förderung des Leseverstehens. In: Didaktik Deutsch 14, 21–37 Storch, Günther (2001): Deutsch als Fremdsprache: Eine Didaktik. München Tresselt, Paul (2010): PISA und IGLU. Unter: http://www.tresselt.de/pisa.htm (07.09.2010)
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	1	15
Quiz	0	0
Homeworks, Performances	5	25
Final Exam	1	60
Total	7	100
Contribution of Term (Year) Learning Activities to Success Grade		40
Contribution of Final Exam to Success Grade		60
Total		100
Measurement and Evaluation Techniques Used in the Course	exam, seminar paper
Information	The final exam is done in the form of presentation of the research project and delivery of a file (in written form).

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ECTS / WORK LOAD TABLE

Activites	NUMBER	TIME [Hour]	Total WorkLoad [Hour]
Theoretical	14	2	28
Practicals/Labs	0	0	0
Self Study and Preparation	0	0	0
Homeworks, Performances	5	3	15
Projects	0	0	0
Field Studies	0	0	0
Midtermexams	1	20	20
Others	0	0	0
Final Exams	1	20	20
Total WorkLoad			103
Total workload/ 30 hr			2,77
ECTS Credit of the Course			3

26	CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS
PQ1 PQ2 PQ3 PQ4 PQ5 PQ6 PQ7 PQ8 PQ9 PQ10 PQ11 PQ12 LO1 2 3 2 3 5 3 4 3 3 2 1 1 LO2 3 3 3 5 1 2 3 3 2 3 2 2 LO3 3 1 4 2 2 3 4 3 3 4 1 1 LO4 2 4 1 2 3 4 2 2 4 1 2 3 LO5 4 3 2 3 3 3 1 3 1 3 4 2

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High