Domestic and external reasons that prepare the dissolution of Ottoman Empire, movements of modernization and thought in Ottoman Empire during the 19'th century, politic and military conditions, movements of thought in the last area of Ottoman Empire, World War I, Armenian Question occupation of Anatolia, Mustafa Kemal's reach to Samsun, preparations for the War of Independence, founding of Turkish Grand National Assembly, Treaty of Sevres, the War of Independence, Mudanya Armistice, Treaty of Lausanne.

Revolutions in the political, educational, culturel fields and the law revolution, attemps to transition muly-party system in Atatürk's term reactions to this, the economic policy Republic and the resources, Turkish foreing policy in Atatürk's tems and the relationships between Turkey and the other countries, the important foreing policy events like being a member of League Nations, Balkan and Sadabad Pacts, participation of Hatay to homeland, Atatürk's thought system and his principles, Turkey after Atatürk, the term of President İsmet İnönü, the ruling years of Democratic Party, Turkey in 1960's, and 1970's the foreing policy of Turkey after 1960.

Information technologies and computational thinking; problem solving concepts and approaches; algorithm and flow charts; computer systems; basic concepts about software and hardware; bases of operating systems, current operating systems; file management; utilities (third party software); word processing programs; calculation / table / graphics programs; presentation programs; desktop publishing; database management systems; web designing; internet use in education; communication and collaboration technologies; safe internet use; information ethics and copyrights; the effects of computer and internet on children / teenagers.

The main purpose of this course to create awareness among students about "career"; It helps students to make a career planning
compatible with their future goals by making them aware of their interests, individual skills and values.
In addition, another purpose of the course is to help students discover what they can do during their education in order to identify areas
where they will be productive and happy after graduation. To help them gain knowledge about different sectors in which they can work
after graduation, and to gain awareness of the need to develop their knowledge and skills during their studentship in a way that is
compatible with the requirements of the relevant sectors.

Basic concepts of education and training; aims and functions of education; the relationship of education with other fields and sciences; legal, social, cultural, historical, political, economic, philosophical and psychological foundations of education; method in educational sciences; school and classroom as an educational and learning environment; current developments in the teaching profession and teacher training; educational trends in the twenty-first century.

Basics and principles of research methods; research process (realizing and identifying the problem and defining the sample; data collection and analysis, interpretation of the results); general characteristics of data collection tools; analysis and evaluation of the data; access to articles, theses, and databases; research models and their types; basic paradigms in scientific research; qualitative and quantitative research patterns; sample in qualitative research, data collection, data analysis; validity and reliability in qualitative research; article or thesis review, evaluation and presentation; preparation of research report, in line with principles and ethical considerations; action research in education.

After giving general information about what human rights are and what they demand, examples of violations of the right to education - especially violations that do not attract attention - will be given and how this right can be protected will be emphasized.

This course aims to help the students understand the major principles of the structure of English and enable them to be aware of the morphological, syntactic and semantic characteristics of English. Students will be equipped with the basic knowledge of the hierarchical structure of English (types of words, grammatical functions, connections between phrases, clauses and sentences, and how sentences are constructed).

Within the scope of this course, it is aimed to provide students with high-level reading skills such as grasping different perspectives, inter-sentence connections and guessing the main idea of ??the article, reaching the main idea, and using semantic clues between sentences by using original reading pieces such as newspapers, magazines, reviews and academic articles. . Another aim of the course is to give students the habit of reading in and out of the classroom. Advanced critical thinking skills such as combining information, solving problems and responding to evaluation will also be developed. Students will have the opportunity to use and reinforce the reading sub-skills they are developing in the paragraphs they will write. They will also examine and write different types of written expression, such as explanations, descriptions, and narrative paragraphs. In addition, they will have the opportunity to develop their paragraph writing skills such as summarizing, drafting a text, and paraphrasing an idea. Spelling and punctuation marks and the use of non-alphabetic symbols are also covered.

Advanced reading sub-skills such as critical thinking skills, inductive and deductive inference, and understanding the meaning between the lines; examining and combining information in reading texts and writing response compositions by bringing a critical approach; Producing texts in various types of composition such as comparative and oppositional, classification, process analysis, cause-effect and discussion, taking into account elements such as integrity, coherence and order, library and Internet browsing, citation, bibliography creation.

Listening sub-skills such as taking notes, making predictions, reaching certain and detailed information, making sense of the context, understanding the essence of the content; phonetic; authentic listening materials with different English accents drawn from various fields such as interviews, films, songs, lectures, television programs and news broadcasts.

Analyzing authentic listening materials and phrases from different contexts; sound differences and phonological transcription of problematic sounds; high-level listening skills; basic listening and speaking skills such as vowels, consonants, word stress and intonation; Phonological transcription for learning and production purposes.

Definition of interpersonal communication; communication model, communication elements and features, effective listening and feedback, factors that prevent interpersonal communication (source, channel, receiver, etc.), factors that facilitate communication, the role and use of emotions in communication, conflict and its prevention in communication. Important points to be considered in student, teacher, parent communication, communication practices.

The relationship between words and language structures; generating words with the help of prefixes and suffixes; idioms, phrases, collocations, slang, beautiful naming, neologism, proverbs and phrasal verbs in spoken and written language.

Cultural history of English, American literature and English-language literature; basic terms and techniques used in text analysis; main text types; important movements and periods, the content and style of works such as short stories, poems, plays and novels belonging to different periods; the contributions of literature to our understanding of life; critical study and interpretation of texts and literary arts.

Authors and works from different periods of English and American literature and English-language literature; Periods and main currents of literature written in English, basic concepts, terms, techniques and literary, philosophical and scientific movements in these literatures using sample texts from various periods.

Basic concepts of linguistic analysis; concepts related to the nature, structure and use of language with the help of awareness raising, misanalysis of language learners' data, case studies and comparative mother tongue and foreign language analyzes; components of language as a system; linguistic competence and performance, sub-branches of linguistics, types of grammar, language universals, linguistic creativity, linguistic causality, sign languages, artificial languages ??and communication between living things; research on brain and language, lateralization and handedness, language evolution, human language functioning patterns, language use and language disorders (eg simultaneous listening test, split brain, WADA test); phonetics, acoustics, affective and pronunciation phonetics, speech organs, phonemes, vowels and consonants, international phonology alphabet, double vowel, triple vowel, form and place of utterance; phonology, sound samples, analogy, dissimilarity, conjugation, consonant clusters, consonants, suprasegmental, stress and melody; semantics, analysis of meaning components, semantic relations, semantic correlation, meaning and reference, collocation.

Error analysis of language students' data, case studies and comparative mother tongue and foreign language analyzes and concepts related to the nature, structure and use of language; morphology: dependent and independent morphemes, hashes, inflectional and derivational morphemes, morphological analysis, morphological language typing, analysis of hierarchical internal structures of words, morphological phonology variability; syntax: word categories, phrase, phrase, sentence structures, transformative generative grammar, management and context, minimalist program, member structure, role; pragmatics: notation, intuition, principles of speech, speech action and tact; sociolinguistics; mouth, section, style; discourse: criteria of textuality, elements of cohesion, discourse connections, functions, discourse status, institutional discourse, and so on.

Basic subjects and processes in English Language Teaching (ELT); distinctions between approach, method, and technical concepts and the importance of these concepts in English language teaching; Important methods and approaches in teaching English: Grammar-Translation Method, Direct Expression, Auditory-Sensory Method, Silent Method, Community Language Learning, Communicative Approach, Natural Approach.

Approaches suitable for different student needs such as course design in English Language Teaching (ELT), English as a second / foreign / international / special purpose / academic language; contemporary practices such as constructivist approach, content-oriented, task-oriented, problem-oriented, corpus-oriented language teaching, multiple intelligences and holistic language approach; second/foreign language teaching and the importance of culture in language teaching, the use of technology in language classes, the place of communication in the developing world and intercultural interaction.

This course is given in order to transform undergraduate students who are gaining specialization in the field of language into individuals who can read and write critically.

First and second language acquisition theories (behaviorism, innateness, information processing, connectionist models, interactional approach); developmental stages and processes of mother tongue and target language; case studies, comparative analysis of primary and target language use from corpus data (eg: CHILDES database), comparison of second language acquisition in children and adults through transcripts and transcripts of classroom second language interaction, developmental stages in mother tongue acquisition, morpho-syntactic developmental stages in the second language, second language acquisition processes, learner characteristics in second language acquisition and individual differences in final acquisition (e.g. personality influence, language ability, intelligence, age of acquisition, motivation and attitude, learner preferences and beliefs), differences in second language and foreign language learning contexts (e.g. .: natural and formal educational environments).

Differences between early age language learners (5-12 years old) and other age learners (in terms of language structure, skills and learning of sub-skills) and misconceptions about early age learners; learning styles (visual, auditory and affective) and strategies (eg: metacognition, cognition, socio-affective) of early learners; developing activities for teaching vocabulary, language skills, language structure (eg: puzzles, stories, games and simulations), audio-visual tools (eg: pictures, real objects, cartoons, puppets and songs); selection, sequencing, material adaptation and evaluation of teaching points suitable for learners' language levels and cognitive and affective development; classroom management techniques for early learner classrooms.

Different syllabus types (story-based, content-based, theme-based, task-based) for early learner (5-12 age) groups; effective use of children's literature in the chosen curriculum, classroom management, language presentation and exercises.

Different phases and techniques of listening, speaking, pronunciation and vocabulary teaching; developing language awareness and teaching skills for groups of learners of different ages and language proficiency; lesson planning principles and techniques suitable for different proficiency levels.

Detailed examination of different phases and techniques of reading, writing and grammar teaching; developing language awareness and teaching skills for groups of learners of different ages and language proficiency; lesson planning principles and techniques suitable for different proficiency levels.

Examples of short stories and novels selected from works of English and American literature and those whose original language is English, and the different features of these two genres from other genres; different approaches to the use of literature with young people and adults at all language levels; integration of literature and language teaching in these two literary genres (short story and novel) in terms of theory and practice, examining literary texts by taking into account the richness of content and linguistic features; examination of culture teaching methods in specified areas through the use of short stories and novels: objects and products in the main and target language and culture from a comparative and oppositional perspective; proverbs and idioms, stereotypes with cultural values; social structures, roles and relationships; customs/customs/customs; beliefs, values, prohibitions and taboos, superstitions peculiar to societies; political, historical and economic background; cultural institutions; metaphorical/associative connotation, use of humor.

Analysis of poems and theater plays selected from English and American literature works and works originally written in English, and the features that distinguish these two genres from other literary genres; activities to draw attention to the content richness of literary texts; the use of poetry and theater plays and the teaching of cultural elements: objects and products in the main and target language and culture from a comparative and oppositional point of view; proverbs and idioms, stereotypes with cultural values; social structures, roles and relationships; customs/customs/customs; belief, values, prohibitions and taboos, superstitions peculiar to societies; political, historical and economic background; cultural institutions; metaphorical/associative connotation, use of humor.

Definition and meaning of the term educational drama, its difference from similar terms (Psycho drama, Creative drama, Drama-Play, Drama), the history of drama practices with children, the structure and application stages of educational drama, the classification of educational drama according to age groups and application areas, educational drama environment and teacher qualifications, special techniques in educational drama, evaluation of educational drama, educational drama examples suitable for the educational purposes of the field in which it is applied, and the development of new examples.

The aim of this course is to translate text types selected from different fields from English to Turkish or from Turkish to English and to improve the vocabulary of the translated field. This course helps the student become familiar with translation concepts and strategies and solve translation problems.

Making observations about field-specific teaching methods and techniques; making individual and group micro-teaching practices using field-specific special teaching methods and techniques; field-specific activity and material development; preparing teaching environments, managing the classroom, measuring, evaluating and reflecting.

Making observations about field-specific teaching methods and techniques; making individual and group micro-teaching practices using field-specific special teaching methods and techniques; field-specific activity and material development; preparing teaching environments, managing the classroom, measuring, evaluating and reflecting.

To examine the education systems of different countries in various aspects, to analyze the situations related to the teaching of the private field in these countries, to compare the education systems of the countries with each other and with the situation in our country.

The historical background of Turkish Language. Stages of modern Turkish literature, Turkish modernization and its affects
in culture and art fields, the first examples of novels and stories in Turkish literature, authors in Tanzimat period.

This course will focus on processes, especially oral narrative skills and how to obtain them. In this context, to the students,
theoretical information will be given the types oral expression such as prepared and unprepared speech, conference,
discussion, debate, panel discussion, interview, television and radio speeches will be given. The students have the chance
to practice these types of skills.