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Dersin Adı Dersin Seviyesi Dersin Kodu Dersin Tipi Dersin Dönemi Yerel Kredi AKTS Kredisi Ders Bilgileri
YABANCI DİL ÖĞRETMENİ EĞİTİMİ İkinci Düzey İDÖ 505 Seçmeli 1 8.00 8.00 Yazdır
   
Dersin Tanımı
Ön Koşul Dersleri
Eğitimin Dili
Koordinatör
Dersi Veren Öğretim Eleman(lar)ı Dr. Öğr. Üyesi Ufuk GİRGİN
Yardımcı Öğretim Eleman(lar)ı
Dersin Veriliş Şekli Yüz yüze
Dersin Amacı In this course, teachers of English as a Foreign Language (EFL) will gain the necessary knowledge in analysing their own L2 English classroom interaction for reflective practice. They will be shown how they can use the SETT (Self Evaluation of Teacher Talk) framework (Walsh, 2006) for analyzing their own talk by using Conversation Analysis (CA), thus raising their awareness on the concept of classroom interactional competence (CIC) (Walsh, 2006). It is suggested that teachers will gain theoretical knowledge on some interactional features that can construct and obstruct learning in the classroom and understand how they can turn this into practical experience by identifying both their strengths and weaknesses in terms of interactional features in the teaching of English.
Dersin Tanımı In this course, teachers of English as a Foreign Language (EFL) will gain the necessary knowledge in analysing their own L2 English classroom interaction for reflective practice. They will be shown how they can use the SETT (Self Evaluation of Teacher Talk) framework (Walsh, 2006) for analyzing their own talk by using Conversation Analysis (CA), thus raising their awareness on the concept of classroom interactional competence (CIC) (Walsh, 2006). It is suggested that teachers will gain theoretical knowledge on some interactional features that can construct and obstruct learning in the classroom and understand how they can turn this into practical experience by identifying both their strengths and weaknesses in terms of interactional features in the teaching of English.

Dersin İçeriği
1 Explanations of course objectives and procedures
2 Classroom Interactional Competence (CIC)
3 Classroom Interactional Competence (CIC)
4 SETT: Self-evaluation of teacher talk
5 SETT: Self-evaluation of teacher talk
6 SETT: Self-evaluation of teacher talk
7 A microscopic and Reflective model for Language Teacher Education
8 Midterms
9 SWEAR
10 Teacher Talk: Construction/Obstruction
11 Changing Identities: An Exploration of ESL Trainee Teacher
12 Classroom Conversation Analysis and Critical Reflective Practice
13 Reflectivity Through the Analysis of Teacher Talk
14 Reflectivity Through the Analysis of Teacher Talk
15 Reflectivity Through the Analysis of Teacher Talk
16 Reflectivity Through the Analysis of Teacher Talk
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Dersin Öğrenme Çıktıları
1 In this course, teachers of English as a Foreign Language (EFL) will gain the necessary knowledge in analysing their own L2 English classroom interaction for reflective practice.
2 It is suggested that teachers will gain theoretical knowledge on some interactional features that can construct and obstruct learning in the classroom and understand how they can turn this into practical experience by identifying both their strengths and weaknesses in terms of interactional features in the teaching of English.
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*Dersin Program Yeterliliklerine Katkı Seviyesi
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Yıldızların sayısı 1’den (en az) 5’e (en fazla) kadar katkı seviyesini ifade eder

Planlanan Öğretim Faaliyetleri, Öğretme Metodları ve AKTS İş Yükü
  Sayısı Süresi (saat) Sayı*Süre (saat)
Yüz yüze eğitim 15 3 45
Sınıf dışı ders çalışma süresi (ön çalışma, pekiştirme) 4 20 80
Ödevler 3 20 60
Sunum / Seminer hazırlama 1 1 1
Kısa sınavlar 0 0 0
Ara sınavlara hazırlık 0 0 0
Ara sınavlar 0 0 0
Proje (Yarıyıl ödevi) 1 5 5
Laboratuvar 0 0 0
Arazi çalışması 0 0 0
Yarıyıl sonu sınavına hazırlık 0 0 0
Yarıyıl sonu sınavı 0 0 0
Araştırma 3 5 15
Toplam iş yükü     206
AKTS     8.00

Değerlendirme yöntemleri ve kriterler
Yarıyıl içi değerlendirme Sayısı Katkı Yüzdesi
Ara sınav 0 0
Kısa sınav 0 0
Ödev 3 100
Yarıyıl içi toplam   100
Yarıyıl içi değerlendirmelerin başarıya katkı oranı   0
Yarıyıl sonu sınavının başarıya katkı oranı   0
Genel toplam   0

Önerilen Veya Zorunlu Okuma Materyalleri
Ders kitabı
Yardımcı Kaynaklar Aşık, A. & Kuru Gönen, S. İpek. (2016) Pre-service EFL teachers’ reported perceptions of their development through SETT experience. Classroom Discourse, 7(2), 164-183. Jeanjaroonsri, R. (2018). A Study of Constructive or Restrictive Features of Classroom Discourse in an EFL Adult Classroom in Thai Context. LEARN Journal: Language Education and Acquisition Research Network Journal, (11)1, 125-139. Kuru Gönen, S. I. & Aşık, A. (2016). Reflectivity through the Analysis of Teacher Talk: The Case of Pre-Service English Language Teachers. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13 (36), 0-0. Poorebrahim, F., Talebinejad, M.R., & Mazlum, F. (2015). Constructive or Obstructive Features of Teacher Talk in Iranian EFL Classes. Theory and Practice in Language Studies, (5)4, 729-736. Sert, O. (2015). Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press. Walsh, S (2013) Classroom Discourse and Teacher Development. Edinburgh, UK: Edinburgh University Press. Walsh, S (2011) Exploring Classroom Discourse: Language in Action. London and New York: Routledge. Walsh, S (2006) Investigating Classroom Discourse. London: Routledge. Walsh, S and Mann, S (2015) Doing reflective practice: a data-led way forward. ELT Journal 69/4: 351–362. Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23. Waring, H. Z. (2020) ‘Harnessing the power of heteroglossia in teacher talk’ in S. Kunitz, O.Sert and N. Markee (eds) Classroom-Based Conversation Analytic Research:Theoretical and Applied Perspectives on Pedagogy. New York: Springer. Skinner, B. (2012) ‘Changing Identities: An Exploration of ESL Trainee Teacher Discourse in Microteaching’. Classroom Discourse, 3(1) 46–64. Ghafarpour, H. (2017) ‘Classroom Conversation Analysis and Critical Reflective Practice:Self-Evaluation of Teacher Talk Framework in Focus’. RELC Journal, 48(2) 210–225.

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