Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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TUR415 | ARABIC III | 5 | 3 | 3 | 5 |
GENERAL INFORMATION |
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Language of Instruction : | Turkish |
Level of the Course Unit : | BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
Type of the Course : | Elective |
Mode of Delivery of the Course Unit | - |
Coordinator of the Course Unit | Prof. KAMİL KAYA |
Instructor(s) of the Course Unit | |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | Goal of this course, teaching the grammatical features of nominative, accusative and genitive names in the sentence like circumstantial clauses, (hal), accusative specification (tamyeez), and adds of them to sentences. |
Contents of the Course Unit: | This course studies topics of the Arabic syntax in intermediate level. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
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Provide ''Merfûât'' and ''Mansûbât''. |
Define the items related to these topics in the texts and transfer them to the mother tongue |
Determine the grammar topics that he has already learned on the texts |
Comprehend grammar terms. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
1 | Expression | Comparative and superlative degrees, some adjectives, exercises on shortened (maqsûr), stretched (mamdûd) and deficient (manqûs) names and texts . | Expression; Question- Answer; Discussion |
2 | Homework | Subjunctive Mood of the present verbs, discussion on sentences and analysis texts. | Expression; Question- Answer; Discussion |
3 | Expression | Jussive Mood of the present verbs discussions on sentences and analysis texts. | Expression; Question- Answer; Discussion |
4 | Homework | Finding subject and subject of passives and its relations by the other elements of sentence . | Expression; Question- Answer; Discussion |
5 | Expression | Nominative sentences, finding the subject (al Mubtada) and predicate (al Habar), analyses on sentences and texts. | Expression; Question- Answer; Discussion |
6 | Homework | Analyses on sentences and texts related by sisters of Kane | Expression; Question- Answer; Discussion |
7 | Presentation | Analyses on sentences and texts related by sisters of Kane | Expression; Question- Answer; Discussion |
8 | - | MID-TERM EXAM | - |
9 | Homework | Texts about verbal and nominal sentences, sisters of Inna, Five names and analyses an the examples | Expression; Question- Answer; Discussion |
10 | Expression | Finding the direct objects on sentences and examples from analyzed texts | Expression; Question- Answer; Discussion |
11 | Presentation | Texts about causative and concomitate objects and analyses | Expression; Question- Answer; Discussion |
12 | Expression | Adverbal object and the other adverbs in sentences and analyses | Expression; Question- Answer; Discussion |
13 | Presentation | Analyses on circumstantial clauses, (hal) | Expression; Question- Answer; Discussion |
14 | Expression | Analyses on circumstantial clauses, (hal) | Expression; Question- Answer; Discussion |
15 | Homework | Analyses on specificational clauses and numbers, sentences and texts | Expression; Question- Answer; Discussion |
16 | - | FINAL EXAM | - |
17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
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Abu-Chacra, F. (2007). Arabic An Essential Grammar,Routledge, USA. |
Ryding, K.C. (2005). A Reference Grammar of Modern Standard Arabic, Cambridge: Cambridge University Press. |
ASSESSMENT |
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Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description |
Level of Contribution | |||||
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
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Theoretical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Students define the concepts they learned and match them with their corresponding phenomena in the social world.
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2 |
Students interpret concepts and theories taking into account their historical-cultural contexts.
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3 |
Students compare sociological theories with reference to social problems.
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0 | |||||
4 |
Students distinguish the significance of ecological, social and economical sustainability for world’s future.
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5 |
Students develop their knowledge on sustainability by the use of information and communication technologies.
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0 |
KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Students evaluate qualitative and quantitative data of sociological research studies.
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0 | |||||
2 |
Students analyse the complicated interactions between the social, cultural, political, economical and demographical phenomena of the global world.
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0 |
SKILLS |
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Cognitive |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Students design a research by their acquired knowledge and experience.
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0 |
SKILLS |
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Practical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Students research field study considering the principle of cultural relativity, scientific and ethical values.
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0 | |||||
2 |
Students efficiently apply the most suitable information and communication technologies in their studies.
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0 | |||||
3 |
Students use their knowledge on ecological, social and economical sustainability in all aspects of their lives.
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0 |
OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Students research on problems which reflect on their fields in the global world undergoing rapid and profound change.
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0 |
OCCUPATIONAL |
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Learning to Learn |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Students criticize their advanced knowledge and skills in an analytical manner.
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0 | |||||
2 |
Students develop their knowledge and skills within the frame of scientific, technological and current developments via adopting the principle of lifelong learning.
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1 | |||||
3 |
Students act ethically impartial in their research studies.
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0 |
OCCUPATIONAL |
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Communication & Social |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Students criticize their advanced knowledge and skills in an analytical manner.
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1 |
OCCUPATIONAL |
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Occupational and/or Vocational |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Students apply the principle of cultural relativity, scientific and ethical values with reference to sustainability throughout their studies in their careers.
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0 |
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
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Workload for Learning & Teaching Activities |
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Type of the Learning Activites | Learning Activities (# of week) | Duration (hours, h) | Workload (h) |
Lecture & In-Class Activities | 14 | 3 | 42 |
Preliminary & Further Study | 14 | 2 | 28 |
Land Surveying | 0 | 0 | 0 |
Group Work | 0 | 0 | 0 |
Laboratory | 0 | 0 | 0 |
Reading | 0 | 0 | 0 |
Assignment (Homework) | 0 | 0 | 0 |
Project Work | 0 | 0 | 0 |
Seminar | 0 | 0 | 0 |
Internship | 0 | 0 | 0 |
Technical Visit | 0 | 0 | 0 |
Web Based Learning | 0 | 0 | 0 |
Implementation/Application/Practice | 0 | 0 | 0 |
Practice at a workplace | 0 | 0 | 0 |
Occupational Activity | 0 | 0 | 0 |
Social Activity | 0 | 0 | 0 |
Thesis Work | 0 | 0 | 0 |
Field Study | 0 | 0 | 0 |
Report Writing | 0 | 0 | 0 |
Final Exam | 1 | 1 | 1 |
Preparation for the Final Exam | 6 | 5 | 30 |
Mid-Term Exam | 1 | 1 | 1 |
Preparation for the Mid-Term Exam | 5 | 5 | 25 |
Short Exam | 0 | 0 | 0 |
Preparation for the Short Exam | 0 | 0 | 0 |
TOTAL | 41 | 0 | 127 |
Total Workload of the Course Unit | 127 | ||
Workload (h) / 25.5 | 5 | ||
ECTS Credits allocated for the Course Unit | 5,0 |