Course Information Semester Course Code Course Title T+P+L Credit ECTS 1 04511103 Oral Communication Skills I 3+0+0 5 5 Course Details Language : Turkish Level : Bachelor's Degree Department / Program : Translation and Interpreting English Mode of Delivery : Face to Face Type : Compulsory Objectives : To improve the oral communication skills of the learners towards verbal conversation and to gain the skill of analyzing the discourse. Content : It is explained why speech is just about speaking, the kinds and types of verbal communication, the types of communication that interpreters need are examined, and the parts of verbal communication that correspond to verbal communication to transitive learners. Methods & Techniques : Prerequisites and co-requisities : None Course Coordinator : None Name of Lecturers : Asist Prof. Figen Yılmaz Assistants : None Work Placement(s) : No Recommended or Required Reading Resources : Celik, Mehmet (2001) Learning Stress and Intonation. Ankara: Gazi Kitabevi.Ockenden, Michael (1986) Situational dialogues. London: Longman.Orhan, Tomay. (2001) Academic Speaking Skills. New York: Blackswan.Roach, P. (1983) English Phonetics and Phonology. Cambridge: Cambridge U.P.Davis, J. F. (1998) Phonetics and Phonology. Stuttgart: Elnst Klett Verlag Course Category Field 100% In-Term Study Informations In-Term Studies Quantity Percentage Mid-terms 1 40% Practice 2 0% Final examination 1 60% Total 4 100% Activity Informations Activities Quantity Duration Total Work Load Course Duration 14 3 42 Hours for off-the-c.r.stud 14 3 42 Presentation 2 5 10 Mid-terms 1 10 10 Final examination 1 10 10 Total Work Load ECTS: 5 114 Course Learning Outcomes Upon the successful completion of this course, students will be able to: No Learning Outcomes 1 Having knowledge about different disciplines and integrating and using information 2 To be able to put forward intercultural differences researching various cultures 3 To have knowledge about the unifying nature of translation 4 To use information and technology effectively 5 To acquire features required to be a qualified translator 6 To master the rules of the mother tongue and have a rich store of vocabulary 7 To be able to do oral discourse analysis Weekly Detailed Course Contents Week Topics 1 INTRODUCTION: Getting to know, introducing the course, expected course behaviors from the students, measuring method, how to do the homework, introduction of the resources and books to be used in the course, presentation of written and electronic databases. 2 GET PERSONAL INFORMATIONElements of communication, the importance of communication, body language, communication and democracy, and the contribution of communication to long-term professions are mentioned. In the circle, students get to know each other. Name, surname, spelling, asking about the country, getting information about the family, introducing the family are done. Each student gets to know their classmates in this way and their ability to ask and tell personal information is developed. 3 PAUSES IN ORAL COMMUNICATIONWhen it is necessary to breathe while saying long sentences, the subject of appropriate pauses is discussed. It is explained what the grammar rules are in determining the stops. Written dialogues are practiced. By drawing a circle, the student gets information about what to do in the future and the partner decides whether to make the stops learned in long sentences. This is done with 5 different partners, changing roles. 4 INFORMATION AND SYLLABUSIntroducing the department and the university and comparing with the known universities. Information about education and training is deepened by question, answer and narration method. This style continues with new partners. Then they are asked to write. After the writing process, the partner is asked to spell the words in the writing and continues reciprocally. 5 READ & TALK & IPAThe text is distributed to the student in the class and asked to be examined. With the help of the dictionary, familiarity with unknown words and pronunciation is provided. The student reads the text aloud to his friend, at the same time. The parts to be paused in long sentences are read together with grammar and breathing skills. Hesitations are cleared. In a circle, each student tells the text to his friend and answers his friend's question. Dialogue continues with the new partner. In this way, the short memory is strengthened and the speed and quantity of saying increases. 6 SPEAKING and IPA (Pronunciation)At the advanced level, current newspaper articles are read, pronunciation is studied, explained and discussed in pairs. This narration and discussion continues with 4 different phrases. The texts are read to the classmate by making the appropriate stop and the points studied in the previous lessons are remembered. Each student writes the text in hand with IPA symbols. Summarize and discuss by creating new phrases. During the conversation, care is taken to use expressions such as pause-fillers, ah, yes, ok, really. 7 WATCH, WRITE, SPEAKA passage is given and students are asked to re-write it in IPA symbols. Using dictionaries and peer help corrections are made. Difficulties arising from morphosyntactic clitics such as go-es, play-s are discussed for pronunciation and symbol writing. A video recording on current affairs is used for listening and comprehension. Following a written summary, they form pairs and carry out monologue with their partners. Then they do interviews with their partners to elicit information over the video. Finally, they write up an interview dialogue covering the areas mentioned in the video. 8 WATCH, QUESTION, WRITE, ORAL CO-CONSTRUCTIONProcedure explained. Half the class taken out while the other half watch video, twice, taking notes. A current affairs video 7-8 minutes watched. Once invited in, they pose question to those who viewed video, getting info. Repeated several times, they write down what they have understood and constructed. Papers exchanged for peer error correction. They re-write the story in IPA symbols. Inner-outer circle form partners and co-construct the story: one student utters a statement while the other complements it coherently and cohesively. 9 STRESS IN THE SENTENCEIn questions that require a yes/no answer, where the emphasis of the sentence will be, why, how to determine the newsworthy element in the sentence, by getting help from the grammar rules, constitute the subject of the lesson. Printed material is practiced. Students form clusters and pose 5W1K questions, with the aim of obtaining personal information. It is checked whether the theoretical knowledge can be applied in both the question and the answer. Emphasis is determined through interview samples and simulation is done in the form of role-play. Each student evaluates and comments on his/her friend in this respect.Fluency increasing activities and strategic competenceWhat do you mean? Can you repeat please? Can you say that again please? I don't really understand! I didn't get it. 10 WORD STRESSWord stress is explained. Certain multisyllabic words are chosen from listening text for students to identify stressed syllable. As part of developing pragmatic competence, ways of giving examples are introduced. An example of this is .... For instance, .... And as proof of that, .... Remember .... You only have to think of .... That is not what I mean. Listen: Imagine …Half the class taken out while the other half watch video, twice, taking notes. A current affairs video 7-8 minutes watched. Once invited in, they pose question to those who viewed video, getting info. Repeated several times, they write down what they have understood and constructed. 11 SOLVE MAJOR COMPONENTS OF THE TALKHow the conversation started, its subject, its purpose, how the conversation ended. Video of 5 minutes is viewed. Students asked to note how speech began, topic, purpose and ended. A written summary involving the four phases, followed by oral narration. Question and answers for missing parts in the pair. IPA transcription of selected words. To promote pragmatic competence, initiation of dialogue, turn-taking, interruption, taking leave, bidding goodbye, concluding conversation. 12 TONIC STRESSInformation Gap activity. Half the class get information sheet A and the other B. Members of the pair begin asking and getting answers to their questions. Tonic stress explained. Examples from audio recording. They are asked to do information gap activity again, placing emphasis on tonic stress: do and observe. For pragmatic competence, how an earlier comment is remembered to continue talk:Referring back to what you have said, … As I said at the beginning, .... In the first part of my talk, I said .... As I mentioned earlier, .... I told you a few minutes ago that .... 13 SHARING SOCIAL OCCASIONSStudents come prepared to share a joke, pun, or interesting moment. First pair work, four-member group work. The best joke is shared before class for fun. Words & sentences selected subjected to word stress & tonic stress. Culture. Anglo-Saxon cultural sensitivities, communication patterns, social interaction introduced. 14 COMPLETING AN UNFINISHED SPEECHAll students view a video on familiar topic for only introduction part. Pairs discuss how speech could possibly proceed. Suggestion, options, ideas. Video replayed fully to see how students faired in guessing the next content. IPA symbols from a listening text: dictation. Contribution of Learning Outcomes to Programme Outcomes P1P2P3P4P5P6P7P8P9P10P11P12P13P14 All 5 C1 4 C2 4 C3 5 C4 5 C5 4 C6 3 bbb
