1	Course Title:	INDIVIDUAL DIFFERENCES AND ENGLISH LANGUAGE TEACHING
2	Course Code:	ING6112
3	Type of Course:	Optional
4	Level of Course:	Third Cycle
5	Year of Study:	1
6	Semester:	2
7	ECTS Credits Allocated:	4
8	Theoretical (hour/week):	2
9	Practice (hour/week) :	0
10	Laboratory (hour/week) :	0
11	Prerequisites:
12	Recommended optional programme components:	None
13	Language:	Turkish
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Dr. Ögr. Üyesi DERYA DÖNER YILMAZ
16	Course Lecturers:
17	Contactinformation of the Course Coordinator:	DR.Derya Döner Yılmaz dyilmaz@uludag.edu.tr 2942265
18	Website:
19	Objective of the Course:	This course aims to deal with the differences between individual language learners in ELT classrooms. in terms of particular content areas of Individual Differences (ID) research and surveys developments in foreign language aptitude, motivation, learner strategies, and learner styles. Moreover, learner autonmy, aptitude and their negative influence on learning will also be considered.
20	Contribution of the Course to Professional Development	This course will contribute to the field of ELT by examing the individual diffrences and developing ways for successful language learning and their impact on the learners’ effective language learning.

21

Learning Outcomes:

1 Students will be able to analyse the basic concepts of individual differences ; 2 Students will be able to plan lessons by considereing the individual differeneces.; 3 Students will be able yo evaluate different learning styles and motivation and attıtude.; 4 Students will be able to search about intelligence, aptitude and personality; 5 Students will be able to find ways of helping learners with different characteristics achive success in language learning ;

22	Course Content:

Week	Theoretical	Practical
1	What is learning? Individual differences in learning
2	The significance of individual differences in learning
3	Age of acqusition and the critical period hypothesis
4	Motivation and attitude factors
5	Learning strategies, cognitive strategies and
6	Learning styles
7	Language Learning styles
8	Learners' Aptitude and personality in their learning a language
9	Research studies form different countries
10	Language learning barriers: Anxiety
11	Group Presentations
12	Group Presentations
13	Group Presentations
14	Revision and Resolidation

23	Textbooks, References and/or Other Materials:	Eggen, P. D., Kauchak, D.P., (2000). Strategies for Teachers. Boston: Erden, M., Akman, Y., (1996). Eğitim Psikolojisi. Ankara: Arkadaş Y. Erden, M. Altun, S., (2006). Öğrenme Stilleri. İstanbul: Morpa Yayınevi. Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition, New Jersey: Lawrence Erlbaum Associates. Lightbown, P. M: & Spada, N. (1999). How Languages are Learned, Hong Kong: OUP. Macaro, E. (2001) . Learning Strategies in Foreign and Second Language Classrooms. GB: Continuum. Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Malaysia: Pearson Education. Reid, J.M. (ed.) (1995). Learning Styles in the ESL/EFL Classroom: Boston: Newbury House. Wenden, A. L. (1987). Conceptual Background and Utility. In Learner Strategies in Language Leraning. A. Wenden & J. Rubin. UK: Prentice Hall. Christison, M. A. (1998). An Introduction to Multiple Intelligence Theory and Second Language Learning. In, Understanding Learning Styles in the Second Language Classroom, J. M. Reid (Ed.) USA: Prentice Hall Regents. Brown, H. D. (2002). Strategies for Success. NY: Longman. Cohen, A. (1998). Strategies in Learning and Using a Second Language. Malaysia: Longman Bialystok, E. (1999). Communication Strategies: A psychological Analysis of Second-Language Use. GB: Basil Blackwell Pressley, M. & Woloshyn, V. (Eds.) (1995). Cognitive Strategy Instruction. USA: Brookline Books. Oxford, R. (1988). Language Learning Strategies: What every teacher should know. Boston: Heinle & Heinle Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle & Heinle Hedge, T. (2000). Teaching and Learning in the Language Classroom. China: OUP. Brown, H. D. (2002). English Language Teaching in the “Post-Method” Era: Toward Better Diagnosis, Treatment, and Assessment . Methodology in Language Teaching, in Richard, J. C. & Renandya. W. A. (Eds.). USA: CUP. Lindsay, C. & Knignt, P. (2006). Learning and Teaching English: A course for teachers. China: OUP. Cook, V. (2001). Second Language Learning and Language Teaching. GB: Arnold Publishers. Ur, P. (1996). A Course in Language Teaching: Practice and theory. GB: CUP Reid, J. (1998). Teachers as Perceptual Learning Styles Researchers. In ,Understanding Learning Styles in the Second Language Classroom. J. M. Reid (Ed.) USA: Prentice Hall Regents. Ehrman, M. E. (1998). Field Independence, Field Dependence, and Field Sensitivity in Another Light. In ,Understanding Learning Styles in the Second Language Classroom. J. M. Reid (Ed.) USA: Prentice Hall Regents.
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	0	0
Quiz	0	0
Homeworks, Performances	4	40
Final Exam	1	60
Total	5	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	In class gropu presentations and individulate literature review work
Information	Relative evaluation

25

ECTS / WORK LOAD TABLE

Activites	NUMBER	TIME [Hour]	Total WorkLoad [Hour]
Theoretical	14	2	28
Practicals/Labs	0	0	0
Self Study and Preparation	4	10	40
Homeworks, Performances	4	10	40
Projects	0	0	0
Field Studies	0	0	0
Midtermexams	0	0	0
Others	0	0	0
Final Exams	1	10	10
Total WorkLoad			118
Total workload/ 30 hr			3,93
ECTS Credit of the Course			4

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

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High