1	Course Title:	PROJECT BASED COUNTRY INFORMATION TRANSFER
2	Course Code:	ALM6106
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:	None
12	Recommended optional programme components:	None
13	Language:	Turkish
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Prof. Dr. YUNUS ALYAZ
16	Course Lecturers:	Prof. Dr. Yunus Alyaz
17	Contactinformation of the Course Coordinator:	Prof. Dr. Yunus Alyaz Uludağ Üniversitesi Eğitim Fakültesi Yabancı Diller Eğitimi Bölümü Alman Dili Eğitimi Anabilim Dalı Görükle Kampüsü 16059 Bursa/Türkiye E-Posta: alyaz@uludag.edu.tr Telefon:+90 224 294 22 76
18	Website:
19	Objective of the Course:	The aim of this course is to teach the process of project preparation in the field of education and to acquire relevant skills, to inform the student about the country in which the language to be taught, and to understand that this information is open to life-long updating, and to apply different cultural issues with project studies in order to help develop cultural awareness and sensitivity.
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 The student develops the project idea and the project plan accordingly.; 2 Deepens their knowledge about the historical, social, political and cultural life of the German speaking countries.; 3 Projects the subjects of national knowledge that should be taught in teaching German as a foreign language.;

22	Course Content:

Week	Theoretical	Practical
1	On the history of project teaching
2	Project-oriented learning
3	Components of the project method
4	Phases of project work
5	Projects in German foreign language courses - practical examples
6	Regional studies in DaF lessons
7	Regional studies approaches in GFL lessons
8	Project-oriented regional studies in GFL lessons
9	Types of regional study projects
10	Elaboration of own regional studies projects
11	Elaboration of own regional studies projects
12	Presentation of the own regional studies projects
13	Presentation of the own regional studies projects
14	Discussion

23	Textbooks, References and/or Other Materials:	Bliesener, U. (2002). Vom interkulturellen Lernen spricht jeder - aber wie genau geht das im Unterricht? G. Fehrmann & E. Klein (Hrsg.). Interkulturelles Lernen im Fremdsprachenunterricht. Beiträge zur 5. Tagung des FMF-Nordrhein am Institut für Romanische Philologie der Rheinisch-Westfälischen Technischen Hochschule am 15. August 2001 in Aachen (s. 13–40). Bonn: Romanischer Verlag. Bredella, L. & Delanoy, W. (1999). Einleitung: Was ist interkultureller Fremdsprachenunterricht? L. Bredella & W. Delanoy (Hrsg.). Interkultureller Fremdsprachenunterricht. Tübingen: Narr. EMIL Europäisches Modularprogramm für interkulturelles Lernen in der Lehreraus- und -fortbildung (2006). Interkulturelle Kompetenz für Grundschullehrer. Handbuch. Sofia. Erdem, M. (2002). Proje tabanlı öğrenme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 172–179. Europäisches Jugendzentrum (1998): Education Pack. Ideen, Quellen, Methoden und Aktivitäten für die informelle interkulturelle pädagogische Arbeit mit Jugendlichen und Erwachsenen. Straßburg. Hall, E. T. & Hall, M. R. (1984). Verborgene Signale. Studien zur internationalen Kommunikation. Über den Umgang mit Franzosen (çev. W./Ulloa-Fehlberg). Hamburg: Stern. Hall, E. T. (1983). The Dance of Life: The Other Dimensions of Time. Garden City, New York: Anchor Press/Doubleday. Hall, E. T. (1990). Understanding Cultural Differences. Yarmouth, Maine: Intercultural Press. Hofstede, G. (1986). Cultural Differences in Teaching and Learning. International Journal of Intercultural Relations, 10, 301–320. Hofstede, G. H. (1991). Cultures and Organizations: Software of the Mind. London: McGraw-Hill. Kelly, M., Grenfell, M., Allan, R., Kriza, C., & McEvoy, W. (2004). Europäisches Profil für die Aus- und Weiterbildung von Sprachenlehrkräften. Ein Referenzrahmen, Bericht an die Europäische Kommission Generaldirektion Bildung und Kultur [Online]: http://ec.europa.eu/education/languages/pdf/doc477_de.pdf adresinden 29 Temmuz 2009 tarihinde indirilmiştir. Kramsch, C. (1995). Andere Worte – andere Werte: Zum Verhältnis von Sprache und Kultur. L. Bredella (Hrsg.). Verstehen und Verständigung durch Sprachenlernen? Beiträge zur Fremdsprachenforschung, Bd. 3, (s. 51–66). Bochum: Brockmeyer. Losche, H. (2005). Interkulturelle Kommunikation. Sammlung praktischer Spiele und Übungen. Augsburg: ZIEL/Kessler Verlagsdruckerei. Neuner, G. (2005). Zur Rolle des Englischen in einem europäischen Kontext von Mehrsprachigkeit. S. Duxa, A. Hu & B. Schmenk (Hrsg.). Grenzen überschreiten. Menschen, Sprachen, Kulturen. Festschrift für Inge Christine Schwerdtfeger zum 60. Geburtstag (S. 163–178).Tübingen: Narr. Podsiadlowski, A. (2004). Interkulturelle Kommunikation und Zusammenarbeit. München: Verlag Vahlen. Sercu, L. (2002). Autonomes Lernen im interkulturellen Fremdsprachenunterricht. Kriterien für die Auswahl von Lerninhalten und Lernaufgaben. Zeitschrift für Interkulturellen Fremdsprachenunterricht, [Online]: http://www.spz.tu-darmstadt.de/projekt_ejournal/jg_07_2 /beitrag/sercu1.htm adresinden 25 Mayıs 2009 tarihinde indirilmiştir. Thomas, A. (1993). Psychologie interkulturellen Lernens und Handelns. A. Thomas (Hrsg.). Kulturvergleichende Psychologie (s. 377–424). Göttingen: Hogrefe. Uyar, B. (2002). Eyleme ve Üretime Dayalı Karşılaştırmalı Kültür Çalışmaları Dersi: Don Kişot İle Nasrettin Hoca’yı Tanıştırmak. Dil Dergisi, Ankara Üniversitesi Türkçe ve Yabancı Dil Araştırma ve Uygulama Merkezi TÖMER, 135, 45–57.
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	1	30
Quiz	0	0
Homeworks, Performances	1	10
Final Exam	1	60
Total	3	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).

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	14	5	70
Homeworks, Performances	1	0	0
Projects	0	0	0
Field Studies	0	0	0
Midtermexams	1	5	5
Others	0	0	0
Final Exams	1	10	10
Total WorkLoad			118
Total workload/ 30 hr			3,77
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 1 3 1 4 2 3 4 1 3 2 4 2 LO2 2 2 2 2 4 2 1 4 3 2 2 4 LO3 3 3 4 5 3 1 4 2 2 4 1 2

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High