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Subject: curriculum

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    Article
    Difficulties in Teaching English Modal Auxiliaries To Turkish Students: a Cognitive Pragmatic Approach
    (Arab World English Journal, 2018) Erton, Ismail
    Recently, attention in modern linguistic theory has been shifted to facilitating a broader understanding of the world, in which language is a tool to establish a bridge between the interlocutor and the recipient. To do so, the development of linguistic, communicative and socio-pragmatic competences enriched with socio-cultural inputs in English as a Foreign Language (EFL) or Second Language (L2) teaching and learning contexts have a significant impact on language learners both to develop their perception as native speakers of English and to facilitate the progress of cognitive skills and capabilities. The aim of this paper is to demonstrate a case study to show some of the difficulties in teaching English modal auxiliaries to Turkish students in EFL/L2 contexts which arise not only from structural characteristics, but also from insufficiently developed linguistic, communicative and socio-pragmatic competencies. It is also asserted that only teaching the lexical properties of modal auxiliaries in isolation from their socio-pragmatic and semiotic contexts alone cannot help learners to become successful communicators in the target language as it ends in communication failures, hesitation, a slower L2 progress, fear and misunderstandings. Therefore, role-play activities, doze tests, research assignments, writing tasks and songs can also be integrated into the teaching-learning process to assist learners to become more aware of their actual authentic usages in a wide range of contexts through different activities. On the whole, this would also free language learners to refer to their First Language (L1) input and shape a broader understanding of the Foreign Language (FL) framed with its actual authentic usage.
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    Conference Object
    Citation - WoS: 8
    Using E-Learning in Enterprise Resource Planning (erp) Training: a Case Study To Assist Curriculum Designers in Turkey
    (Elsevier Science Bv, 2014) Dalveren, Yaser
    This article presents results of a research on integration of Enterprise Resource Planning (ERP) e-Learning model into the university curriculum. The study presented in this article aims to propose ERP e-Learning models to curriculum designers in Turkey. For this purpose, developed ERP e-Learning models are gathered from the literature although there only few ERP e-Learning models exist in the open literature. Presented ERP e-Learning models are compared, similarities and differences are discussed. From the results, ERP e-Learning models provide an innovative and effective education. This means, these technological models provide greater flexibility to the students and maximizes student learning outcomes when compared to ordinary learning. It seems that utilization of an e-Learning model in ERP training should be started from the universities. (C) 2013 The Authors. Published by Elsevier Ltd.
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    Article
    Citation - WoS: 12
    Citation - Scopus: 14
    A Curriculum on Sustainable Information Communication Technology
    (Politechnika Lubelska, 2015) Ozkan, Baris; Mishra, Alok; Information Systems Engineering; Software Engineering
    Economies are increasingly becoming dependent on Information Communication Technology (ICT) and concerns over sustainability have called for the investigation of the relation between sustainability and ICT. While the majority of the studies in this field have an environmentalist focus in this regard, technical, economical and societal concerns on sustainability have arisen in the last decade. Today, more and more studies are addressing the need for the inclusion of sustainability as a design goal for ICT development and for the systems that rely on ICT. Therefore, the integration of education on sustainability in the curriculum is imperative for current and future generations of professionals to accomplish this goal. In this paper, we propose a curriculum for sustainable ICT along with the expected learning outcomes and components. The course design is based on a multi-faceted approach that embraces different viewpoints on sustainability and aims to increase students' awareness of the complex nature of sustainability.