This course presents a historical and critical overview of the methods and approaches widely used until 1990s and focuses on current issues in English Language Teaching (ELT) such as constructivist approach, content-based instruction, task-based instruction, multiple intelligences, whole language instruction, and corpus based applications of language teaching by. In the light of the studies to be made in relation to the current teaching methods, students are expected to evaluate their classroom practices and to contribute to the field by designing courses appropriate to their own teaching situations.

This course aims at enabling the students to understand the relationship between language form and language use; to cover the practices of language educators and language policy makers; to acquire a critical approach to the study of second and foreign language learning and teaching; to study practical problems related to language and linguistics in various areas such as lexicography, translation and machine translation, speech pathology, literacy, language education, language planning.

Theories on first and second language acquisition will be discussed in relation to L1 and L2 learning processes. Students are required to carry out a case study in which they will be able to compare L2 learning/acquisition in adulthood and childhood, to observe L1 learning stages, morphological and syntactic developments in L2 learning/acquisition with reference to individual differences (e.g. personality, language ability, intelligence, age, motivation, attitudes, etc.), to compare and contrast differences between L2 learning/acquisition and a foreign language learning in school and homes environments.

The aim of this course is to discuss the role of pragmatics -the study of language use and utterance interpretation- and its impact on ELT studies with special reference to cognitive accounts of language. The theoretical and practical aspects of a number of issues like ?meaning, context, utterance, conversational implicatures, relevance, implication, implicitness, explicitness and language learning? will be discussed with special reference to Relevance Theory.

Issues in English language teaching cover a broad area, a variety of subjects widening from language teaching methods to several research subjects and from subject related suggestions to various research outcomes on different issues. This course aims to explore the most substantial and functional parts of these issues and develop multi-standpoints and critical review of these issues.

This course focuses on different aspects of teaching young learners such as learner styles, learning strategies, classroom management techniques, teaching vocabulary, language skills, evaluation and assessment, application of different types of syllabuses and teaching approaches for young learners. In the light of the theories of first and second language acquisition, an overview of the differences between young learners and learners of other ages in terms of the cognitive and affective development will be given. Students taking the course will be expected to adapt and evaluate materials according to the developmental stages and language levels of the learners and design courses and materials for a diverse range of young learners.

Basic issues and processes in ELT course design; the difference among approach, method and technique and the significance of these concepts in course design; an overview of important methods and approaches in ELT: Grammar Translation Method, Direct Method, Audio-lingual Method, Silent Way, Community Language Learning, Suggestopedia, Communicative Approach, the Natural Approach. Current issues and practices in ELT course design, appropriate approaches suitable to learner needs based on current distinctions such as ESL, EFL, EIL, ESP, EAP; current foreign language teaching trends such as constructivist approach, content-based instruction, task-based instruction, problem-based teaching, multiple intelligences, whole language approach and corpus-based applications of language teaching; culture and classroom second/ foreign language learning, technology use in language classrooms, communicative and intercultural competencies for the language learner and teacher of the globalized world.

Example short stories, novels, theatre and poetry from British and American Literature and those which are originally produced in English; identification of the distinctive features of these genres; different approaches to using literature with teenage and adult learners at all levels; examining ways in which the teaching of literature and language in these genres (short story, novel, theatre, poetry), exploring theoretical and practical dimensions of this integration; analysis of literary texts as content and as context; culture teaching through use of literature in the following domains: comparison and contrast between objects or products that exist in the target and native culture; proverbs, idioms, formulaic expressions which embody cultural values; social structures, roles and relationships; customs/ rituals/ traditions; beliefs, values, taboos and superstitions; political, historic and economic background; cultural institutions; metaphorical/ connotative meanings, use of humour.

The aim of this course is to describe and classify varieties of English throughout the world and discuss the implications of variations of contemporary English for English language learning and teaching. Another aim of the course is to raise awareness about the variations in contemporary English with special emphasis on the use of English as a Lingua Franca and English as an International Language. A brief evaluation of the historical, political and social determinants of the linguistic variation in English will also be within the scope of the course

Bu ders, dil becerilerinin öğretimine ilişkin temel kuramları ve güncel araştırmaları ele almaktadır. Dinleme, konuşma, okuma, yazma ve bütünleştirilmiş becerilerin öğretiminde kullanılan yöntem, teknik ve stratejiler ayrıntılı olarak incelenir. Öğrenciler, farklı dil becerilerinin öğretiminde karşılaşılan zorlukları, yenilikçi uygulamaları ve çağdaş eğilimleri güncel akademik çalışmalar ışığında tartışırlar. Bu ders, dil becerilerinin öğretiminde araştırma okuryazarlığını, eleştirel düşünmeyi ve uygulamaya dönük farkındalığı geliştirmeyi amaçlar.

The course aims at teaching the study and application of scientific research methods and techniques to graduate students; having students do small scale research in their own fields to prepare them for M.A thesis writing and evaluating their work. It emphasizes the rules and ethics of writing, making use of written and electronic resources as well. The course includes a number of topics such as introduction to educational research and basic concepts; research methods; processes of research; selecting measuring instruments; preparing and evaluating a research report; identifying and using resources; research topic selection and limitation; bibliography search and bibliography writing; thesis statement and outline writing; methods of reference to sources.: quoting, paraphrasing and summarizing, note-taking; writing drafts; writing the introduction and the conclusion; revising and preparing the final draft; ethics of writing: plagiarism, respect for copyright.

The course will focus on a problem or on problems that the participants feel the need to deal with for their further development.

In this course the students work with their advisors and prepare their thesis.