The course is designed for students who are interested in learning about other cultures and languages, and who have no previous knowledge of Turkish language. This course mainly introduces the student to Turkish language and culture, through the development of a basic foundation in 5 skills: intercultural communication, reading, writing, listening, and speaking to gain awareness and appreciation of and insight into the host culture and to accomplish a variety of basic everyday needs in the host culture as described in the learning outcomes below.
Student Profile
This course is designed for students with little or no prior knowledge of the language.
Attendance policy:
All IES courses require attendance and participation. Attendance is mandatory per IES policy. Any unexcused absence may count against your final grade. Any student who has more than three (3) unexcused absences will receive an “F” as the final grade in the course. Absences due to sickness, religious observances, and family emergencies may be excusable at the discretion of the Center Director. In the case of an excused absence, it is the student’s responsibility to inform the Academic Officer of the absence with an Official Excused Absence Form, as well as any other relevant documentation (e.g. a doctor’s note), and to keep a record thereof. This form must be turned in as soon as possible before the class, in the case of a planned absence, or immediately after the class, in the case of an unplanned absence, in order for the absence to be considered excused. It is also the student’s responsibility to inform the professor of the missed class.
EXAMS MISSED DURING UNEXCUSED ABSENCES CANNOT BE MADE UP!
Learning outcomes:
By the end of the course, students will be able to achieve some of the outcomes for the Novice Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below.
I. Intercultural Communication
A. Students will be able to meet basic everyday needs using verbal communication, to use compensatory strategies when they do not know the word or expression (repetition, body language etc.), and to identify some basic nonverbal communication strategies.
B. Students will be able to recognize basic appropriate and inappropriate expressions and behaviors in the host language.
C. Students will be able to distinguish between basic representations of formality and informality in the language.
D. Students will start to make informed comparisons between their host culture and the home culture.
II. Listening
Students will be able to understand most basic statements, requests, descriptions and questions in specific cultural context relevant to them (interacting in class and with hosts, studying, shopping, transportation, meals).
Students will be able to use the context to understand the gist of some basic spoken language they overhear, including the media, conversations between others, and announcements.
III. Speaking
A. Students will be able to use some basic phrases appropriately and with some confidence in some everyday situations (at home, with new acquaintances, at the IES Abroad Center, in the community).
B. Students will be able to express some basic needs by asking questions, exchange greetings, and get what they need in uncomplicated everyday situations.
IV. Reading
A. Students will be able to identify and understand basic sentences and deduce meaning from context.
B. Students will be able to interpret main ideas in short and simple texts as well as news headlines, but their understanding is often limited to the words or groups of words they have seen in class.
C. Students will be able to use basic reading strategies (cognate recognition, scanning for meaning, identification of text types, etc.) in order to interpret main ideas.
V. Writing
A. With limited accuracy, students will be able to write short sentences and short paragraphs about basic and concrete topics they have studied, such as themselves, their families, their friends, their likes and dislikes, and their daily routines.
B. Students will be able to send basic e-mails, text messages, postcards, and fill out some basic forms.
Method of presentation:
The course is based on a communicative student-centered methodology implying a strong and lively interaction between the teacher and the students as well as among students. The lectures will be enriched with compiled handouts, PowerPoint presentations, stimulus/response games, homework, oral and written activities both individually and in pairs, and student presentations.
Subject to changes depending on level and progress of class
Required readings:
Textbook “İstanbul Yabancılar İçin Türkçe A1”
Brief Biography of Instructor:
Serkan Uygun is currently a lecturer at Yeditepe University in Istanbul, teaching English and Turkish. Mr. Uygun studied at Istanbul University English Language Education Department and joined in post-graduate program at Yeditepe University in Istanbul – Turkey. After graduating from the MA program in English Language Education, he joined in the PhD program at the same department at Yeditepe University and is currently working on his thesis. His research areas include bilingualism, second language acquisition, psycholinguistics aspects of second language acquisition, and teaching Turkish as a second language. He is currently working on a project studying the “Mental Representation of Multimorphemic Words of Turkish in Second Language Learners”. He has been attending to a number of national and international conferences on his research areas.
The course is designed for students who are interested in learning about other cultures and languages, and who have no previous knowledge of Turkish language. This course mainly introduces the student to Turkish language and culture, through the development of a basic foundation in 5 skills: intercultural communication, reading, writing, listening, and speaking to gain awareness and appreciation of and insight into the host culture and to accomplish a variety of basic everyday needs in the host culture as described in the learning outcomes below.
Student Profile
This course is designed for students with little or no prior knowledge of the language.
All IES courses require attendance and participation. Attendance is mandatory per IES policy. Any unexcused absence may count against your final grade. Any student who has more than three (3) unexcused absences will receive an “F” as the final grade in the course. Absences due to sickness, religious observances, and family emergencies may be excusable at the discretion of the Center Director. In the case of an excused absence, it is the student’s responsibility to inform the Academic Officer of the absence with an Official Excused Absence Form, as well as any other relevant documentation (e.g. a doctor’s note), and to keep a record thereof. This form must be turned in as soon as possible before the class, in the case of a planned absence, or immediately after the class, in the case of an unplanned absence, in order for the absence to be considered excused. It is also the student’s responsibility to inform the professor of the missed class.
EXAMS MISSED DURING UNEXCUSED ABSENCES CANNOT BE MADE UP!
By the end of the course, students will be able to achieve some of the outcomes for the Novice Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below.
I. Intercultural Communication
A. Students will be able to meet basic everyday needs using verbal communication, to use compensatory strategies when they do not know the word or expression (repetition, body language etc.), and to identify some basic nonverbal communication strategies.
B. Students will be able to recognize basic appropriate and inappropriate expressions and behaviors in the host language.
C. Students will be able to distinguish between basic representations of formality and informality in the language.
D. Students will start to make informed comparisons between their host culture and the home culture.
II. Listening
III. Speaking
A. Students will be able to use some basic phrases appropriately and with some confidence in some everyday situations (at home, with new acquaintances, at the IES Abroad Center, in the community).
B. Students will be able to express some basic needs by asking questions, exchange greetings, and get what they need in uncomplicated everyday situations.
IV. Reading
A. Students will be able to identify and understand basic sentences and deduce meaning from context.
B. Students will be able to interpret main ideas in short and simple texts as well as news headlines, but their understanding is often limited to the words or groups of words they have seen in class.
C. Students will be able to use basic reading strategies (cognate recognition, scanning for meaning, identification of text types, etc.) in order to interpret main ideas.
V. Writing
A. With limited accuracy, students will be able to write short sentences and short paragraphs about basic and concrete topics they have studied, such as themselves, their families, their friends, their likes and dislikes, and their daily routines.
B. Students will be able to send basic e-mails, text messages, postcards, and fill out some basic forms.
The course is based on a communicative student-centered methodology implying a strong and lively interaction between the teacher and the students as well as among students. The lectures will be enriched with compiled handouts, PowerPoint presentations, stimulus/response games, homework, oral and written activities both individually and in pairs, and student presentations.
Class participation: 10%
Homework: 10%
Midterm: 30%
Oral presentation: 20%
Final exam: 30%
Week
Content
Assignments
Corresponding Learning
Outcome(s)
Week 1
UNIT 1
1. Functional:
2. Grammatical:
3. Vocabulary:
4. Culture:
UNIT 2
1. Functional:
2. Grammatical:
3. Vocabulary:
4. Culture:
Interviewing classmates
Asking/answering questions
Writing:
Describing objects at home
Writing/Speaking:
Introducing your friend
Reading:
Okul Arkadaşım
Listening:
Otel Formu
Writing:
Write a postcard to your friend
I.A., I.B., I.C., I.D.,
III.B., IV.A.
I.A., I.B., I.C., I.D.,
II.A., III.A., III.B.,
IV.A., IV.C., V.A.,
V.B.
Week 2
UNIT 3
1. Functional:
2. Grammatical:
3. Vocabulary:
4. Culture:
MIDTERM EXAM
UNIT 4
1. Functional:
2. Grammatical:
3. Vocabulary:
4. Culture:
Reading:
Telefonda
Reading:
My life in Istanbul
Writing/Speaking:
Describing your friend’s daily routines
Writing/Speaking:
Your weekend in Istanbul
Reading:
Alışverişte
Listening:
İstekler
Writing/Speaking:
Introducing your friend’s family
Reading:
Ev Arkadaşlarım
Listening:
Zehra Hanım’ın Torunları
Writing:
Write a letter to your friend
Reading:
Aileme Mektup
Listening:
Ailemi Özlüyorum
I.A., I.B., I.C., I.D.,
II.A., II.B., III.A.,
III.B., IV.A., IV.B.,
IV.C., V.A., V.B.
I.A., I.B., I.C., I.D.,
II.A., II.B., III.A.,
III.B., IV.A., IV.B.,
IV.C., V.A., V.B.
Week 3
UNIT 5
1. Functional:
2. Grammatical:
3. Vocabulary:
4. Culture:
UNIT 6
1. Functional:
2. Grammatical:
3. Vocabulary:
4. Culture:
FINAL EXAM
Listening:
Çok İşim Var
Writing/Speaking:
Prepare your friend’s weekend agenda
Writing:
National holidays in your country
Reading:
23 Nisan
Reading:
Mutlu Günlerim
Writing/Speaking:
Preparations for a special day
Writing/Speaking:
Introducing your friend’s family and relatives
Writing:
Describe your neighborhood
Reading:
Çekirdek Aile ve Geniş Aile
Listening:
Hastanede
Writing/Speaking:
Describe your country and city by using comparative and superlative
Reading:
Hayvanlar Alemi
I.A., I.B., I.C., I.D.,
II.A., II.B., III.A.,
III.B., IV.A., IV.B.,
IV.C., V.A., V.B.
I.A., I.B., I.C., I.D.,
II.A., II.B., III.A.,
III.B., IV.A., IV.B.,
IV.C., V.A., V.B.
Subject to changes depending on level and progress of class
Textbook “İstanbul Yabancılar İçin Türkçe A1”
Serkan Uygun is currently a lecturer at Yeditepe University in Istanbul, teaching English and Turkish. Mr. Uygun studied at Istanbul University English Language Education Department and joined in post-graduate program at Yeditepe University in Istanbul – Turkey. After graduating from the MA program in English Language Education, he joined in the PhD program at the same department at Yeditepe University and is currently working on his thesis. His research areas include bilingualism, second language acquisition, psycholinguistics aspects of second language acquisition, and teaching Turkish as a second language. He is currently working on a project studying the “Mental Representation of Multimorphemic Words of Turkish in Second Language Learners”. He has been attending to a number of national and international conferences on his research areas.