ENGLISH LANGUAGE TEACHING - THESIS

-It consists of seven courses (3 hours per week), graduate seminar, and thesis study (120 ECTS total). The normal duration of this program is 4 semesters; the maximum duration is 6 semesters.

- Students, who completed course phase, submit a thesis proposal with the thesis form to the Institute, before starting their theses. After their proposals approved by the Institute, they can start their theses.

- Students enrolled in thesis master programs in the Institute of Social Sciences must fulfill the following conditions before their graduation.

The student who is enrolled in a graduate program must fulfill at least one of the following conditions in order to graduate.

1. Two papers presented at national or international scientific meetings,
2. An article published in a peer-reviewed/ indexed journal, accepted for publication, or received a DOI number,
3. Two papers presented at Social / Science symposiums organized by IZU.

Suggested Reading List for the applicants of our programme:

Language Learning

Doughty, J., & Long M. A. (2005). The handbook of second language acquisition. Mass: Blackwell Publishing.

Gass, S. M., Behney, J., Plonsky, L., & Selinker, L. (2013). Second language acquisition: An introductory course. New York/London: Routledge (4rd edition).

Mitchell, R., Myles, F. , & Marsden, E. (2013). Second language learning theories. London: Arnold (3rd edition).

Atkinson, D. (2011). Alternative approaches to second language acquisition. New York, NY: Routledge.

Language Teaching

Borg, S. (2013). Teacher research in language teaching: A critical analysis. Cambridge University Press.

Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014). (Eds.). Teaching English as a second or foreign language (4th ed.). Boston, MA: National Geographic Learning/Cengage Learning.

Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford, UK: Oxford University Press.

Brown, H. D. (2016). Principles of language learning and teaching (6th ed). White Plains, NY: Pearson.

Burns, A. (1999) Collaborative Action Research for English Language Teachers. Cambridge University Press.Celce-Murcia, M. , Brinton, D. M. , Snow, M.A. (Eds.) (2014). Teaching English as a second or foreign language. Boston: Heinle &Heinle (4th Edition).

Ellis, R. (2012). Language teaching research and language pedagogy. Oxford: Wiley-Blackwell.

Gebhard, J.R. & Oprandy, R. (1999).  Language Teaching Awareness. Cambridge University Press. 

Grabe, W. & Kaplan, R. B. (1998). Theory and practice of writing. NY: Longman.

Grabe, W. & Stoller, F. L. (2002). Teaching and researching reading. Great Britain: Pearson Education.

Lankshear, C. & M. Knoebel, (2004). A Handbook for Teacher Research. Open University Press.

Zeichner, K. M. + Liston, D. P. (1996).  Reflective Teaching. Lawrence Erlbaum Associates, Publihers.

Manchόn, R. M. & Matsuda, P. K. (Eds) (2016). Handbook of Second and Foreign Language Writing. Germany: DeGruyter.

Linguistics

Yule, George. 2020. The Study of Language. Cambridge University Press. 7^th edition.  

Akmajian, Adrian, Richard A. Dermers, Ann K. Farmer, Robert M. Harnish. 2010.  Linguistics: An Introduction to Language and Communication. 6^th edition. The MIT Press.

Psycholinguistics

Traxler, M. J. (2012). Introduction to psycholinguistics: Understanding language science. West Sussex: Wiley-Blackwell.

Warren, P. (2013). Introducing Psycholinguistics. Cambridge: Cambridge University Press.

Sociolinguistics and Cross-Cultural Communication

Holmes, J. & Wilson, N. (2017). An introduction to sociolinguistics. London, U.K: Longman (5th edition)

Holmes, P. & Dervin, F. (Eds.) (2016). The cultural and intercultural dimensions of English as a Lingua Franca. Bristol: Multilingual Matters.

Hornberger, N. H., & McKay, S.L. (Eds.) (2010). Sociolinguistics and language education. Bristol: Multilingual Matters.

Jenkins, J. (2015). Global Englishes: A resource book for students. London: Routledge.

Testing & Research

Bachman, L., & Palmer, A. (2010). Language assessment in practice: developing language assessments and justifying their use in the real world. Oxford: Oxford

University Press.

Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford university press.

Fraenkel, J.R., N. E. Wallen, & H. H. Hyun (2015). How to design and evaluate research in education. Boston: McGraw-Hill (9th edition).

Jackson, S. L. (2016). Research methods and statistics: A critical thinking approach. Belmont: Wadsworth, Cengage Learning (5th edition).

Weir, C. J.(2005). Language Testing and Validation: An evidence-based approach. Basingstoke:Palgrave McMillan.

Willis, J. W. (2007). Foundations of Qualitative Research: Interpretive and Critical Approaches. Thousand Oaks: Sage.

Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices. White Plains, NY: Pearson.

Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge, UK: Cambridge University Press.

• Presentation
• Question-Answer
• Discussion
• Exercise and Practice
• Guided Practice
• Role Playing

The most frequently used Evaluation Methods of the educational programs at Istanbul Sabahattin Zaim University are given below.

• Testing (Essay / Tests: True-Falls, multiple-choice, short answer, matching)
• Oral Exam
• Homework
• Project / Design
• Portfolio
• Performance Assignment ( Lab / Workshop / Field Work / Seminar / Presentation / Thesis)

The Master's Degree in ENGLISH LANGUAGE TEACHING PROGRAM

Students who want to do Master study in this programe must meet the following requirements:  

• To be a graduate of English Language Teaching, English Language and Literature, American Language and Literature, English Linguistics or Translation and Interpreting (English),
• Have at least 55 points from "Academic Personnel and Postgraduate Education Entrance Examination" (ALES). International students are exempt from ALES. 
• To get a score of at least 80 from YDS or YÖKDİL (English) or an equivalent score from the foreign language (English) exam accepted by ÖSYM or at least 80 points from the English Language Proficiency Exam to be held by the IZU.

The courses offered by this program are given at Istanbul Sabahattin Zaim University Halkalı campus.

Students must meet the following requirements to graduate from this program:

• The master's program with thesis consists of at least eight courses including a seminar course and a course that includes scientific research techniques, research and publication ethics, and a minimum of 120 credits, including thesis preparation and thesis study, provided that it is not less than 60 credits.
• On the condition that he/she successfully completes the courses, has a weighted grade point average of 2.50 and above and passes the thesis exam The student who submits at least two copies of the bound thesis to the institute within one month at the latest from the date of entry to the thesis exam and whose thesis is found suitable in terms of form is awarded a master's degree with thesis.

To graduate, students enrolled in Master's Programs must fulfil at least one of the following conditions before the thesis defence exam.

• Two papers presented at national or international scientific meetings,
• An article published in a refereed / indexed journal accepted for publication or with a DOI number,
• Two papers presented in symposiums to be organized by IZU in the fields of Social Sciences.
• The publication should be about the subject of the student's thesis or a subject related to the department.
• In publications, the approval of the thesis advisor must be obtained.
• Publications must have the name of Istanbul Sabahattin Zaim University.

The process of recognition of Prior Learning in Turkish Higher Education is expanding every day. For this reason, recognition of previous education is also fully implemented in all programs of Istanbul Sabahattin Zaim University (IZU). For this reason, at the beginning of their education, candidates are exempt from the courses they have taken before as long as previously-taken-courses are similar to the courses offered at the IZU.

Graduates from this program may work in the following fields:

• State Schools
• Private Schools
• Universities
• Public and private sectors
• Media

Students who graduate from this program may apply to doctorate program in the field of English language teaching program.