Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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TRD102 | TURKISH LANGUAGE II | 2 | 2 | 2 | 2 |
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 : | Compulsory |
Mode of Delivery of the Course Unit | - |
Coordinator of the Course Unit | Assoc.Prof. MUSTAFA CAN KOÇ |
Instructor(s) of the Course Unit | |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | In this course, the students learn the properties of the Turkish language, to eliminate the deficiencies through the examples of the language, to improve the rules of language, to improve the vocabulary with written and oral texts, to comply with the spelling (spelling) rules, gaining the ability to use punctuation marks in place and to use the mother tongue in the use of knowledge skills and to gain attitudes. |
Contents of the Course Unit: | Types of sentence, narrative disorders, paragraph expression styles, types of written expression, types of oral expression, spelling rules and punctuation marks |
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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Lists the types of written and oral expression according to the opinions of the researchers who have done research on Turkish Language. |
Makes applications to understand the kinds of sentences on sample texts. |
Uses in-field and out-of-field sources of information when writing academic texts. |
Classifies the narrative disorders according to their types on the sample texts. |
Evaluates the sample texts by taking into account the rules of writing and punctuation. |
Evaluates the sample texts from an academic perspective by looking at the scientific, critical, creative and constructive thinking fronts. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
1 | Video viewing / reading | Types of Sentences | Programmed Learning - Video Conference, Expression, Discussion |
2 | Video viewing / reading | Word Groups | Programmed Learning - Video Conference, Expression, Discussion |
3 | Video viewing / reading | Composition | Programmed Learning - Video Conference, Expression, Discussion |
4 | Video viewing / reading | Narration Forms | Programmed Learning - Video Conference, Expression, Discussion |
5 | Video viewing / reading | Speaking and Forms of Speaking | Programmed Learning - Video Conference, Expression, Discussion |
6 | Video viewing / reading | Incoherencies | Programmed Learning - Video Conference, Expression, Discussion |
7 | Video viewing / reading | Incoherencies | Programmed Learning - Video Conference, Expression, Discussion |
8 | - | MID-TERM EXAM | - |
9 | Video viewing / reading | Incoherencies | Programmed Learning - Video Conference, Expression, Discussion |
10 | Video viewing / reading | Diction and Diction Rules | Programmed Learning - Video Conference, Expression, Discussion |
11 | Video viewing / reading | Communication and Its Types | Programmed Learning - Video Conference, Expression, Discussion |
12 | Video viewing / reading | Didactical Forms | Programmed Learning - Video Conference, Expression, Discussion |
13 | Video viewing / reading | Forms that Happen Around the Event | Programmed Learning - Video Conference, Expression, Discussion |
14 | Video viewing / reading | Theater | Programmed Learning - Video Conference, Expression, Discussion |
15 | Video viewing / reading | Types of Poetry | Programmed Learning - Video Conference, Expression, Discussion |
16 | - | FINAL EXAM | - |
17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
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Turan, F. (2014). Stages of Evolution: Studies in Turkish Language and Literature. İstanbul: The Isis. |
Aksan D. (1977-86). Her Yönüyle Dil, 1, 2, 3. Ankara: TDK Yayınları. |
Aksoy Ö. A. (1990). Dil Yanlışları. Ankara: Emel Matbaacılık. |
Ergin M. (1993). Üniversiteler İçin Türk Dili. İstanbul: Bayrak Basım Yayın Dağıtım. |
Banguoğlu T. (2000). Türkçenin Grameri. Ankara: TDK Yayınları. |
Levent A. S. (1973). Dil Üstüne. Ankara: TDK Yayınları. |
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 |
Identifies the concepts of recreation area
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1 |
KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Regarding the recreation leadership profession; discusses the organization and functioning of leisure activities with the knowledge gained in program development, planning, execution and evaluation.
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1 | |||||
2 |
Describes the concepts of recreation and theories of physical and mental development.
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1 |
SKILLS |
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Cognitive |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Identifies free time activities for the needs of individuals and groups, taking into account socio-demographic and socio-cultural characteristics.
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1 | |||||
2 |
Analyzes the data of planning, implementation and results of current activities in the field of recreation using scientific research methods and techniques.
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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 |
Uses the application area, equipment, technological software, written materials and human resources efficiently in free time activities implemented to increase the quality of life of individuals and groups.
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1 | |||||
2 |
Plans, conducts and evaluates every stage of the organizations for leisure activities and evaluates the results of the application.
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1 | |||||
3 |
Solves the problems related to recreation area, sports science and recreation leadership profession from a critical and questioning point of view based on the literature knowledge it has.
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2 | |||||
4 |
Chooses the appropriate free time activity for the goals to be achieved by taking into consideration the socio-demographic characteristics of the individual and/or the group also formulates the program content of the free time activity.
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1 |
OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Administeres scientific research, project, activity, sports and social leisure activities and solves possible problems that may be encountered in the process in collaborative group Works.
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2 |
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 |
Recognizes the importance of professional development by following scientific, technological and current developments related to recreation leadership practices.
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1 | |||||
2 |
By adopting the principle of lifelong learning; examines the current knowledge and skills from a critical perspective in the light of scientific, technological and current developments.
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2 |
OCCUPATIONAL |
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Communication & Social |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Expresses his/her knowledge and thoughts about the field in a fluent and understandable way orally and in writing.
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5 | |||||
2 |
Use their knowledge and competencies regarding recreational leadership practices more effectively with their social life and communication skills in the sports activities, organizations and works carried out at national and international level.
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4 |
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 |
Describes and applies ethical values accepted in communal living with the profession of recreation leadership.
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2 | |||||
2 |
Recognizes the problems related to leisure activities and the needs of the group also, analyzes the social development of the society to produce solution theories by making use of the historical development process and theoretical knowledge of the recreation area.
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3 | |||||
3 |
Arranges original projects, organizations, and activities with sustainable social and social content specific to its field by using the personality traits with social skills required by the recreation leadership profession.
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1 |
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 | 2 | 28 |
Preliminary & Further Study | 13 | 1 | 13 |
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 | 1 | 5 | 5 |
Mid-Term Exam | 1 | 1 | 1 |
Preparation for the Mid-Term Exam | 1 | 3 | 3 |
Short Exam | 0 | 0 | 0 |
Preparation for the Short Exam | 0 | 0 | 0 |
TOTAL | 31 | 0 | 51 |
Total Workload of the Course Unit | 51 | ||
Workload (h) / 25.5 | 2 | ||
ECTS Credits allocated for the Course Unit | 2,0 |