Bilkent University

The medium of instruction at Bilkent University is English. The English Language Preparatory Program aims to equip students with the necessary language and study skills for successful entry to and study in their chosen faculties. There is an emphasis on English for Academic Purposes (EAP) in the program as a whole, which recognizes that students need more than linguistic input in order to be successful in their studies. During their stay in the program, students are required to develop the ability to analyze texts and information sources, as well as critical thinking skills and awareness of their own learning styles and preferences. The program is demanding and requires a full-time commitment on the part of the students.

The Preparatory Program consists of five levels (Elementary, Pre-Intermediate, Intermediate, Upper Intermediate, Pre-Faculty) which build on one another. Each level includes the production of a complete learning portfolio (vocabulary journal, written and spoken outcomes, quizzes and homework assignments including online learning platforms). The courses are explained below but it is important to realize that, in addition to class work, students are expected to make use of computerized and online learning facilities, do regular independent study, and produce assignments. Students will be evaluated continuously through achievement tests, learning portfolio assessment and assignments. The Elective Project Work allows students to co-construct meaning in real-life tasks, engage in communicative activities and develop their language skills and strategies. Those students who have successfully completed the exit level may sit the proficiency test and, if successful, be eligible to enter their freshman year.

This course provides grounding in the English language and equips students with the necessary basic skills essential for work at higher levels. At this level, the development of learners' reading and listening skills goes hand in hand with the development of their language: in other words, the focus is on developing reading skills through an emphasis on fairly accurate grammar and lexis, through texts, short monologues and dialogues related to the everyday contexts and needs of the students. In the development of learners' writing skills the focus is on developing writing skills at sentence level through emphasis on accurate grammar and lexis. Writing sentences and short texts comprised of simple connected sentences will enable learners to consolidate the language they are being introduced to. As their language develops they will be able to write gradually longer detailed texts, which are of a descriptive and/or narrative nature, on concrete topics relevant to their immediate environment and interests. In speaking, the focus is on producing simple, short utterances which will enable learners to consolidate the language they are being introduced to, as well as to notice new language. There is also an emphasis on fairly accurate grammar, lexis and pronunciation. As their language develops they will be able to produce gradually longer and more detailed utterances about themselves, everyday contexts and needs.

By the end of the level, learners should be able to understand short, simple texts containing high-frequency vocabulary, and identify gist and specific information. They will have developed the basic language to be able to start reading and listening to more detailed texts, narratives, and descriptions at the subsequent level. In writing, learners need to have developed the basic language to be able to start writing longer, simple narratives and descriptions that have more detail. This will prepare learners to write more detailed narratives and descriptions at the subsequent level. In speaking, learners need to have developed the basic language to take part in simple communicative tasks and express basic everyday needs and wants. This will prepare them for the short conversations/exchanges of information they will have to deal with at the subsequent level.

At Pre-intermediate, the development of learners' reading skills is still closely linked to the development of their language. Learners will be introduced to texts in the form of narratives and descriptions in everyday contexts that have more detail than at the previous level. In listening learners will be able to listen to short texts to consolidate the language they are being introduced to, as well as to notice new language. At this level, the development of learners' writing skills is still closely linked to the development of their language. Writing short texts will enable learners to continue consolidating the language they are being introduced to. As their language develops they will be able to write longer and more detailed texts on concrete topics relevant to their immediate environment and interests. The development of learners' speaking skills is also closely linked to the development of their language. They are expected to already have the basic language to be able to carry out simple spoken tasks at the beginning of this level. As their language develops, they will be able to produce gradually longer and more detailed utterances.

By the end of the level, learners should be able to process and construct overall meaning from longer and more detailed descriptions and narratives. They will have developed the language and basic reading skills to be able to start reading more formal, well-structured and informative texts at the subsequent level. For listening they will be ready to start listening to short well-structured informative talks at the subsequent level. In writing, the learners need to have developed the language to be able to write longer, more detailed narratives and descriptions with a focus on paragraph development. It is expected that by producing well constructed stand-alone texts, learners will be prepared for the multi-paragraph format that they will have to deal with at the subsequent level. In speaking, learners should be able to take part in short conversations where they can have a simple exchange of information and also give brief descriptions on familiar topics. This will prepare them for the short oral presentations/talks they will need to give at the subsequent level.

At this level, learners start to explicitly develop the skills and sub-skills of reading and listening. They are expected to have already built up their language levels and the skill of careful reading and listening to be able to start reading and listening to longer texts that are more academic-like. They will learn how to become better readers through the application of the relevant sub-skills and understanding of text organization, while still continuing to develop/consolidate their language. At this level learners will learn how to become better listeners through the application of the relevant sub-skills and understanding of text organization, while still continuing to develop and consolidate their language. At Intermediate, the learners are expected to have built up their language skills to be able to start producing simple, structured essays with an introduction, development and conclusion. In speaking, learners start to explicitly develop the skills and sub-skills of speaking. They are expected to have already built up their language levels and speaking skills to be able to communicate in simple everyday contexts. At this level learners will learn how to become better speakers through the application of the relevant sub-skills and understanding of how to initiate and maintain conversation. It is also expected that they start becoming more fluent when speaking, and that they develop tolerance for their own errors which do not hinder communication or task achievement.

By the end of the level, learners should be able to construct meaning from informative as well as narrative and descriptive texts. It is expected that exposure to such informative texts will prepare learners for the more academic style of language that they will have to deal with at the subsequent level. In writing learners need to have developed the basic language to be able to write longer narratives, descriptions and informative texts in a simple essay format that are supported with some detail and examples. Learners should be able construct meaning through simple talks, presentations and conversations. This will prepare them for more academic presentations they need to give at the subsequent level.

At this level, learners will further develop the skills and sub-skills of reading and listening. Learners will be expected to already have the language, the reading and listening skills, and knowledge of text structure and organization to help them start dealing with more complex academic-like texts. Students will be expected to construct meaning from texts in which arguments are put forward and defended or supported through ideas, as well as through details and examples. At Upper Intermediate, learners are expected to have the language and writing skills, including how to write a good paragraph to put forward and support an argument in a well-structured essay. Learners will have the general English language skills to express themselves confidently but they will need to develop their academic language. At this level learners will learn how to become more confident, intelligible and natural-sounding speakers through the application of the relevant sub-skills and development of meta-cognitive awareness of their own speaking abilities. Learners will be expected to develop an argument and defend or support it through ideas (as well as through details and examples), and structure their presentations using relevant discourse markers, fillers, back-chaining and signposting.

By the end of the level, learners should be able to construct meaning from discursive as well as narrative, descriptive and informative texts, even when they are less-structured. Learners need to have developed the language to be able to write discursive essays that are well-supported. It is expected that by producing such essays, learners will be prepared for the more detailed, complex style of argumentations they will have to deal with at the subsequent level. Learners should be able to enter discussions and conversations on familiar topics with less preparation, and give well-structured oral presentations. This will prepare them for the formal presentations, discussions and debates they will deal with at the subsequent level.

At Pre-Faculty, learners further refine the skills and sub-skills of reading and listening. Learners will be expected to already have the necessary language, reading and listening skills, and knowledge of text structure and argumentation. At this level they will be expected to construct meaning from texts with different rhetorical purposes in which different relationships have been utilized (i.e. advantage/disadvantage, compare/contrast, problem/solution, cause/effect, reason/result, etc.). At this level, learners are expected to have developed a good working knowledge of topic sentences, thesis statements, paragraphs and the essay structure. Learners will further refine their academic language and writing skills to write a more propositionally complex essay. Learners further develop the skills and sub-skills of speaking. They will be expected to give longer, better-prepared, structured and supported oral presentations which show an awareness of audience. It is expected that learners will continue to develop their academic language and there will also be a focus on non-verbal communication. They are also expected to be able to take part in debates, extended discussions and conversations in a clearly participatory fashion, where they will be expected to develop an argument and defend or support it by taking a stance, clearly expressing their ideas and expanding them logically with examples and justification.

By the end of Pre-Faculty, learners should be able to construct meaning from discursive as well as narrative, descriptive and informative texts, even when they are less-structured with different rhetorical purposes and modes. It is expected that exposure to discursive texts will prepare learners for the academic style of argumentation that they will have to deal with in their faculties and departments. The listening texts used will prepare them for the variety of presentations/lectures/talks/discussions that they will be exposed to in their faculties and departments. Learners should be able to write well-structured, propositionally complex discursive essays that are well-supported. It is expected that by producing such essays, learners will be prepared for the types of academic writing required in their faculties and departments. In speaking learners should be able to take active part in formal/informal discussions, give longer and more structured oral presentations, and engage in debates using appropriate language, register and pronunciation which is intelligible and does not cause undue strain on the listener. This will prepare learners for the more academic style of speaking required in their faculties and departments as well as preparing them to interact naturally with foreign instructors and students.

In addition to normal teaching hours, students are also given instruction individually or in small groups of 3-5 to further meet their needs when deemed necessary.