Ondokuz Mayıs Üniversitesi Bilgi Paketi - Ders Kataloğu

Description of Individual Course Units

Course Unit CodeCourse Unit TitleType of CourseYearSemesterECTS
İNE614 Individual Differences in Foreign Language Teaching 927001 1 1 7
Level of Course Unit
Second Cycle
Objectives of the Course
The aim of the MA Course "Individual Differences in Foreign Language Teaching" is to provide the students with the knowledge of language learning theories and the characteristics of learner as a variable . In this vein, the students are expected to follow the current studies in the literature, develop their research skills and keep their topic-related knowledge up-to-date, participate classroom discussions in an effective way and analyze and synthesize.
Name of Lecturer(s)
Doç. Dr. Ceylan YANGIN ERSANLI
Learning Outcomes
  1. Students are expected to learn characteristics of a learner as a variable.
  2. Students are expected to have sound theoretical knowledge about learning theories.
  3. Students are expected to develop their academic research skills.
  4. Students are expected to develop their academic writing.
  5. Students are expected to find effective solutions arising from individual differences in language learning and teaching.
Mode of Delivery
Formal Education
Prerequisites and co-requisities
None
Recommended Optional Programme Components
None
Recommended or Required Reading
Suggested Reading:Anderson, N. J. (2012). Metacognition: Awareness of language learning. Mercer, S., Ryan,S. & Willams, M. (eds.) Psychology for language learning. Palgrave Macmillan UK.Atkinson, D. (Ed.). (2011). Alternative approaches to second language acquisition. Taylor &Francis.Boo, Z., Dörnyei. Z., & Ryan, S. (2015). L2 motivation research 2005–2014: Understanding apublication surge and a changing landscape. System, 55, 147-157.Cohen, A. D. (2012). Strategies in learning and using a second language. Routledge.Dewaele, J. M. (2012). Personality: Personality traits as independent and dependent variablesMercer, S., Ryan, S. & Willams, M. (eds.) Psychology for language learning. PalgraveMacmillan UK.Doughty, C. J., & Long, M. H. (Eds.). (2008).The handbook of second languageacquisition (Vol. 27). John Wiley & Sons.Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in secondlanguage acquisition Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: OxfordUniversity Press.Dörnyei, Z. and Ryan, S. (2015).The psychology of second language acquisition: Revisited.Oxford: Oxford University Press.Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Buildingvision in the language classroom. Cambridge: Cambridge University Press.Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In TheHandbook of Second Language Acquisition (pp. 589 - 630). Oxford: BlackwellPublishing.  Dörnyei, Zoltán, and Ema Ushioda, (2009). Motivation, language identity and the L2 self.Multilingual Matters.Ellis, R. (2008).The study of second language acquisition. Oxford University Press.Ely, C. M. (1995). Tolerance of ambiguity and the teaching of ESL. Learning styles in theESL/EFL classroom, 87-95.Erten (2015). Attribution retraining in L2 classes: prospects for exploratory classroompractice. In Dikilitaş, K., Smith, R. & Trotman, W. (eds.) Teacher-researchers in action.Kent: IATEFL.Erten, I. H., & Topkaya, E. Z. (2009). Understanding tolerance of ambiguity of EFL learnersin reading classes at tertiary level. Novitas-Royal, 3(1), 29-44Erten, İ. H. (2009). Gender differences in academic achievement among Turkish prospectiveteachers of English as a foreign language. European Journal of Teacher Education,32(1), 75-91.Erten, İ. H., & Burden, R. L. (2014). The relationship between academic self-concept,attributions, and L2 achievement. System, 42, 391-401.Fryer, L. (2015). Predicting self-concept, interest and achievement for first-year students: Theseeds of lifelong learning. Learning and Individual Differences.Griffiths, C. (2012). Learning styles: Traversing the quagmire. Mercer, S., Ryan, S. &Willams, M. (eds.) Psychology for Language Learning. Palgrave Macmillan UK.Hsieh, P. H. P. (2012). Attribution: Looking back and ahead at the ‘why’theory.In Psychology for language learning. Mercer, S., Ryan, S. & Willams, M. (eds.)Psychology for Language Learning. Palgrave Macmillan UK.Kinsella, K. (1995). Understanding and empowering diverse learners in ESL classrooms.Reid, J. (Ed.) Learning styles in the ESL/EFL classroom. Boston: Heinle & Heinle.MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizingwillingness to communicate in a L2: A situational model of L2 confidence andaffiliation. The Modern Language Journal, 82(4), 545-562.MacIntyre, P., & Gregersen, T. (2012). Affect: The role of language anxiety and otheremotions in language learning. Mercer, S., Ryan, S. & Willams, M. (eds.) Psychologyfor language learning. Palgrave Macmillan UK.Mercer, S. (2011a). Language learner self-concept: Complexity, continuity and change.System, 39(3), 335-346.Mercer, S. (2011b). Towards an understanding of language learner self-concept A(Vol. 12).Springer Science & Business Media.Mercer, S. (2012). Self-concept: Situating the self. Mercer, S., Ryan, S. & Willams, M.(eds.) Psychology for language learning. Palgrave Macmillan.Muñoz, C. (2014). Contrasting effects of starting age and input on the oral performance offoreign language learners. Applied Linguistics, 35(4), 463-482.Oxford, R. L. (2013). Teaching & Researching: Language Learning Strategies. Routledge.Oz, H. (2014). Big Five personality traits and willingness to communicate among foreignlanguage learners in Turkey. Social Behavior and Personality: an internationaljournal, 42(9), 1473-1482.Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners inTurkish context. Learning and Individual Differences, 37, 269-275.Pemberton, R., & Cooker, L. (2012). Self-directed learning: Concepts, practice, and a novelresearch methodology. Mercer, S., Ryan, S. & Willams, M. (eds.) Psychology forlanguage learning. Palgrave Macmillan UK.Reid, J. M. (1995). Learning Styles in the ESL/EFL Classroom. Heinle & Heinle Publishers,International Thomson Publishing Book Distribution Center, 7625 Empire Drive,Florence, KY 41042.Ryan & Mercer (2012). Implicit Theories: Language Learning Mindsets Mercer, S., Ryan, S.& Willams, M. (eds.) Psychology for language learning. Palgrave Macmillan UK.Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.VanPatten, B., & Benati, A. G. (2010). Key terms in second language acquisition.Bloomsbury Publishing.Walker, C. (2015). A study of self-concept in reading in a second or foreign language in anacademic context. System, 49, 73-85.Weiner, B. (2010). The development of an attribution-based theory of motivation: A historyof ideas. Educational Psychologist, 45(1), 28-36.Williams, M. D. & Burden, R. L (1997). Psychology for language teachers. Cambridge:Cambridge University Press.Williams, M., Mercer, S. & Ryan, S. (2015). Exploring psychology in language learning.Oxford: Oxford University Press.Woodrow (2012). Goal Orientations: Three Perspectives on Motivation Goal Orientations.Mercer, S., Ryan, S. & Willams, M. (eds.) Psychology for language learning. PalgraveMacmillan UK.Yashima, T. (2012). Willingness to communicate: Momentary volition that results in L2behaviour. Mercer, S., Ryan, S. & Willams, M. (eds.) Psychology for languagelearning. Palgrave Macmillan UK....
Planned Learning Activities and Teaching Methods
Language of Instruction
English
Work Placement(s)
None
Course Contents
BehaviorismCognitive psychologyConstructivismSocial Constructivist TheoryHumanism in SLALearner as a variableA brief history of Individual Differences ResearchCharacteristics of a good learnerRole of age in language learning (ESL/EFL)Critical Age HypothesisLearner Characteristics (Personality, intelligence, Language Aptitude)Motivation and Willingness to Communicate (types of motivation, behavioral, humanistic, cognitive and sociocultural concepts of motivation & implications for language learning)Learning styles, Strategies and preferences& implications for learning and teachingLearner Characteristics(Anxiety, self-esteem, learner beliefs, learner autonomy)The use of L1, use of metalanguage, and corrective feedbackthe difference between classroom and naturalistic discourse, teacher talk
Weekly Detailed Course Contents
Week Theoretical Practice Laboratory
1.Introduction
2.Learner as a variableA brief history of Individual Differences ResearchCharacteristics of a good learner
3.Calssroom-based Research, Action Research & the Developing TeacherResearch Proposal
4.Research and Discussion WeekBehaviorismCognitive psychology
5.Research and Discussion WeekConstructivismSocial Constructivist Theory
6.Research and Discussion WeekHumanism in SLA
7.Research and Discussion WeekRole of age in language learning (ESL/EFL)Critical Age Hypothesis
8.Individual Differences ResearchLearner Characteristics (Personality, intelligence, Language Aptitude)
9.Midterm Exam
10.Individual Differences ResearchMotivation and Willingness to Communicate (types of motivation, behavioral, humanistic, cognitive and sociocultural concepts of motivation & implications for language learning)
11.Individual Differences Research (learner beliefs, learner autonomy)
12.Individual Differences ResearchLearning styles, Strategies and preferences& implications for learning and teaching
13.Learner Characteristics(Anxiety, self-esteem)
14.The use of L1, use of metalanguage, and corrective feedbackthe difference between classroom and naturalistic discourse, teacher talk
Assessment Methods and Criteria
Term (or Year) Learning ActivitiesQuantityWeight (%)
Midterm Examination140
Report Preparation360
SUM220
End Of Term (or Year) Learning ActivitiesQuantityWeight (%)
Report Preparation140
Report Presentation160
SUM100
Term (or Year) Learning Activities40
End Of Term (or Year) Learning Activities60
SUM100
Workload Calculation
ActivitiesQuantityTime(hours)Total Workload(hours)
Midterm Examination122
Discussion11414
Question-Answer11414
Case Study11010
Brain Storming11010
Report Preparation12020
Report Presentation155
Criticising Paper12525
Self Study12525
Individual Study for Mid term Examination12020
Reading12525
Report12020
SUM190