Ondokuz Mayıs Üniversitesi Bilgi Paketi - Ders Kataloğu

Description of Individual Course Units

Course Unit CodeCourse Unit TitleType of CourseYearSemesterECTS
İNE615 Syllabus Design in Foreign Language Teaching 927001 1 1 7
Level of Course Unit
Second Cycle
Objectives of the Course
MA students will improve their knowledge in the field of program development and evaluation for foreign language learners through following fundamental and current research in the field and, develop the skills of critical thinking, synthesizing and analysis. The aim of this course is to teach students the types of educational curriculum, teach general outlines of developing and developing an educational program and learn to make an English educational program according to different ages, levels and groups. In addition, the participants of this course will learn the concept and principles of curriculum development, the program development models and theories, psychological, to analyze the social foundations of program development, implementation and evaluation, to use program development theories and models, understand the concept of program evaluation, program evaluation models, program evaluation approaches in the world and Turkey comparison and information with a critical approach to assessment, skills and to gain a positive attitude.
Name of Lecturer(s)
Dr. Müfit Şenel
Learning Outcomes
  1. Explains the basic terms related with curriculum design
  2. Explains every theoretical terms of curriculum design
  3. Compares methods and approaches in curriculum design
  4. Compares methods and approaches in curriculum design
  5. Examines the related examples in this field
Mode of Delivery
Formal Education
Prerequisites and co-requisities
Recommended Optional Programme Components
Recommended or Required Reading
Apple, M, V. ve Bean, J., A. (2011) Demokratik okullar, (çev. M. Sarı), Ankara: Dipnot Yayınları.
Beauchamp, G., A. (1983). Curriculum thinking. Fundamental Curriculum Decisions (Prepared by the ASCD 1983 Yearbook Commitee). Virginia: Asssociation for Supervision and Curriculum Development.
Büyükkaragöz, S. (1997). Program geliştirme. Konya.
Demirel, Ö. (1992). Türkiye’de program geliştirme uygulamaları, Hacettepe Üniv. Eğitim Fakültesi Dergisi, sayı-7, 27-43.
Demirel, Ö. (2011). Eğitimde program geliştirme, (15. Baskı), Ankara: Pegem Akademi Yayınları.
Hedge, T. (2000). Teaching and learning in the language classroom. New york: Oxford University Press.
Ornstein, A. C., Hunkins, F. P. 2003. Curriculum: Foundations, Principles, and Issues. Allyn & Bacon.
Richards, J. (2006). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Henkel, E. (2005). Hanbook of research in secon language teaching and learning. London: Lawrence Erlbaum.
Woolfolk, A. (2001). Educational psychology. America: Ohio State University.
Johnson, K. (2001). An introduction to foreign and language learning and teaching. Pearson Education.
Karakaya, Ş. (2004). Eğitimde program geliştirme ve yeni yönelimler, Ankara: Asil Yayın Dağıtım
McNeil, J. D. (2006). Contemporary curriculum in thought and action. John Willey & Sons İnc.
McKernan, J. (2008). Curriculum and imagination, process theory, pedagogy and action research. London: Routledge Taylor & Francis Group.
Null, W. (1973). Curriculum from theory to practice. New York: Rowman& Littlefıeld Publıshers, İnc.
O’Neill, G. (2010). Programme design: owerview os curriculum models. UCD Teaching and Learning/ Resources: www.ucd.ie/teaching
Oliva, P. F. (2005). Developing the curriculum (Fourth Edition). United State: Longman.
Ornstein, C., Hunkins,P. (2004). Curriculum: foundation, principles and issues. New Jersey: Prentice Hall.
Özçelik, D. A. (1992). Eğitim programları ve öğretim. Ankara: ÖSYM Yayınları.
Pinar, W. (2004). What is curriculum Theory. United State: Lawrence Erlbaum Associates İnc.
Posner, G.J. (1992). Analyzing the curriculum. McGraw-Hill İnc.
Schiro, M., S. (2008). Curriculum theory: conflicting visions and enduring concerns. Los Angeles: Sage Publications.
Sezgin, İ. (2000). Mesleki ve teknik eğitimde program geliştirme. Ankara: Nobel Yayınları.
Taba, H. (1962). Curriculum development theory and practice. New York: Harcourt, Brace & World, İnc.
Tanner, D. Tanner, L. N. (1975). Curriculum development. New York: MacMillan Publishing Co. İnc.
Tyler, R.W. (1969). Basic principles of curriculum and instruction: The University of Chicago Press.
Wiles, J. 2005. Curriculum essantials. Pearson Education İnc.
Wiles, J. ve Bondi, J. 2007. Curriculum development. Pearson Education İnc.
Varış, F. (1996). Eğitimde program geliştirme. Ankara: Alkım Yayınları.
Planned Learning Activities and Teaching Methods
Language of Instruction
Work Placement(s)
Course Contents
The principles of program development and basic elements of development process are studied theoretically. Program models in ELT are discussed with the examples. The program models like Structural, functional-notional and other modern program models and curriculum examples are compared. This course will acquire knowledge and skills in terms of the structure of the program development process, the program description, the program description, the process of program development, the principles of the program development process, the problems and solutions of the program development process and the program evaluation approaches, evaluation processes and evaluation applications. The relationship between curriculum development and program evaluation, program evaluation, the need for program evaluation approaches, program evaluation models, program evaluation in the role fields, program evaluation difficulties in the world and held in Turkey to examine the major program evaluation studies.
Weekly Detailed Course Contents
Week Theoretical Practice Laboratory
1.An overview to the field of language program development and evaluation and introduction to the course
2.Theoretical foundations of program development
3.Program development and related models
4.Program development processes
5.Making decisions and organizations on tests and other assessment procedures
6.Framework for designing appropriate materials to address the goals and objectives
7.Orienting and involving teachers in the curriculum
8.Supporting and monitoring teachers during the implementation process of the program
9.Hidden agendas: The role of learner in program implementation
10.Approaches to foreign language program evaluation
11.Tailoring the evaluation procedures to fit the teaching context
12.Examining sample program evaluation projects
13.Dimensions that shape point of view on evaluation
14.Major procedures followed in conducting program evaluation
Assessment Methods and Criteria
Term (or Year) Learning ActivitiesQuantityWeight (%)
Midterm Examination1100
End Of Term (or Year) Learning ActivitiesQuantityWeight (%)
Final Examination1100
Term (or Year) Learning Activities40
End Of Term (or Year) Learning Activities60
Workload Calculation
ActivitiesQuantityTime(hours)Total Workload(hours)
Midterm Examination144
Final Examination166
Attending Lectures14684
Self Study14684
Individual Study for Mid term Examination177
Individual Study for Final Examination188