Cengizhan, Lütfıye
January 2010
Ekev Academic Review;Winter2010, Vol. 14 Issue 42, p305
Academic Journal
This study has been carried out to present a better foreign language teaching for Preparatory Classes of Turkish State Universities; however, in order to attempt to give such a better education, we need a curriculum development in this area. It is considered that the students have some problems like reaching the expected foreign language learning level academically at their registered preparatory language learning programs and the teachers have also some deficiencies in better language teaching methods. Hence, it is aimed that the Prep Classes of Gazi University should be compared with the other similar prep classes. Therefore, it is aimed to bring to light the similarities and differences among the programmes. Thus, by realizing the negation among them it is suggested a new syllabus for the prep classes of Universities in Turkey. The Preparatory Classes of Gazi Ãœniversity, Erciyes University and Osman Gazi University are chosen as sampling frame and likert scale is used for the study. Two questionnaires with 33 items for students and some 49 items for teachers are prepared. The questionnaire for students is applied to at least 8 classes which include 23-25 students and 16 or 33 teachers for each prep classes of universities. This study is based on the researcher's doctorate dissertation. As a result of the comparisons, in each three universities' prep departments it has been seen that there are similarities and differences in general English courses. The similarities; the materials used in each prep department are communicative and activity based. Nevertheless, there are no curriculum development offices in these departments. Unfortunately, it is concluded that students cannot be reached their aims because of the deficiencies of the programs. The differences; there are extra reading activity courses (four hours) in Erciyes University and there is a native speaker, as a lecturer. The lecturers take part in various branches of the teaching programs there. In conclusion, a sample syllabus is suggested for the preparatory classes of universities by the researcher.


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