COURSE SYLLABUS

CLASSROOM INTERACTION IN FOREIGN LANGUAGE PEDAGOGY

1	Course Title:	CLASSROOM INTERACTION IN FOREIGN LANGUAGE PEDAGOGY
2	Course Code:	ING5110
3	Type of Course:	Optional
4	Level of Course:	Second 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:	Doç. Dr. ESİM GÜRSOY
16	Course Lecturers:	-
17	Contactinformation of the Course Coordinator:	esim@uludag.edu.tr, (224)2942266, Uludağ Ü. Eğt.Fak. Yab.Diller Eğt. Bölümü, İng.Dili ve Eğt. ABD Görükle, Bursa
18	Website:
19	Objective of the Course:	The aim of the course is to investigate the effects of various factors such as motivation, attitude, language aptitude, learning styles, language learning strategies, autonomy, and language learning anxiety on language teaching; identify both the positive and negative effects of these factors on language learning; analyze the reflections of these factors on classroom teaching, investigate the ways to increase success; and develop ideas to increase the effectiveness of foreign language teaching.
20	Contribution of the Course to Professional Development

Learning Outcomes:

1	Researching the factors that affect foreign language teaching on psychological and cognitive grounds,;
2	Evaluating the research and their results that aimed at investigating individual differences on foreign language learning success,;
3	Comparing and contrasting the research conducted abroad and in Turkey and discussing their effects on classroom applications,;
4	Synthesizing the theoretical knowledge and examining their reflections on a teaching context,;
5	Using online and offline resources effectively in research,;
6	Conducting a literature review to identify research problems on a specific factor, ;
7	Collecting data on scientific and ethical grounds related to the research problem,;
8	Presenting the results of the research by using both written and oral means of communication.;

22	Course Content:

Week	Theoretical	Practical
1	Introduct,on to the course and the course content
2	Individual differences that effect foreign language learning
3	A look into individual differences in foreign language teaching
4	Language aptitude
5	The effect of attitude on foreign language learning
6	The importance of motivation in foreign language learning
7	Learning styles and their effects on foreign language learning
8	Presentations
9	Autonomy and language learning
10	Foreign language learning strategies
11	Presentations
12	The relationship between autonomy and language learning strategies
13	Other factors that affect language learning: anxiety, beliefs, self-esteem.
14	Presentations of the research projects

23	Textbooks, References and/or Other Materials:	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. Cheng, M. H. & Banya, K. (1998). Bridging the Gap Between Teaching Styles and Learning Styles. In, Understanding Learning Styles in the Second Language Classroom. J. M. Reid (Ed.) USA: Prentice Hall Regents. Rubin, J. (1998). Learner Strategies: Theoretical Assumptions, Research History and Typology. In Learner Strategies in Language Learning. A. Wenden & J. Rubin (eds.). GB: Prentice Hall. Cohen, A. (1998). Studying Learner Strategies: How we get the information. In Learner Strategies in Language Learning. A. Wenden & J. Rubin (eds.). GB: Prentice Hall. Horwitz, E. K. (1998). Surveying Student Beliefs About Language Learning. In Learner Strategies in Language Learning. A. Wenden & J. Rubin (eds.). GB: Prentice Hall. O’Malley J. M. (1998). The Effects of Training in the Use of Learning Strategies on Acquiring English as a Second Language. In Learner Strategies in Language Learning. A. Wenden & J. Rubin (eds.). GB: Prentice Hall. Holec, H. (1998). The Learner as Manager: Managing Learning or Managing to Learn? In Learner Strategies in Language Learning. A. Wenden & J. Rubin (eds.). GB: Prentice Hall. Wenden, A. L. (1998). Incorporating Learner Training in the Classroom. In Learner Strategies in Language Learning. A. Wenden & J. Rubin (eds.). GB: Prentice Hall.
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	0	0
Quiz	0	0
Homeworks, Performances	2	50
Final Exam	1	50
Total	3	100
Contribution of Term (Year) Learning Activities to Success Grade		50
Contribution of Final Exam to Success Grade		50
Total		100
Measurement and Evaluation Techniques Used in the Course
Information

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	3	42
Homeworks, Performances	2	5	10
Projects	0	0	0
Field Studies	0	0	0
Midtermexams	0	0	0
Others	2	5	10
Final Exams	1	30	30
Total WorkLoad			120
Total workload/ 30 hr			4
ECTS Credit of the Course			4

CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS

	PQ1	PQ2	PQ3	PQ4	PQ5	PQ6	PQ7	PQ8	PQ9	PQ10	PQ11	PQ12
LO1	5	5	4	3	2	5	5	5	5	3	2	1
LO2	5	5	5	4	4	5	5	5	4	5	4	4
LO3	5	2	5	2	5	5	5	5	3	1	4	2
LO4	5	3	5	2	2	5	5	3	5	5	4	3
LO5	1	5	5	1	1	1	1	4	5	5	2	2
LO6	3	5	3	3	5	1	1	4	1	1	4	2
LO7	2	5	5	2	3	1	2	1	2	1	2	1
LO8	2	5	5	1	2	4	3	1	1	5	2	5

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High