ENGLISH LANGUAGE PREPARATORY PROGRAM
Academic Staff
Part-time Academic Staff
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.
Newly arriving students are required to take the
Proficiency in Academic English Examination (PAE)
4-year Department Students- (i) A score of at least 6.5 in IELTS (academic exam), with a minimum of 5.5 scored
in every section, or (ii) a score of 87 on TOEFL iBT allows students the right to enter directly into the departments.
in September. Students who meet the required standards will pass directly into their freshman year. Students whose English does
not meet the required standards will be placed in the Preparatory Program courses at different levels based on their results in the PAE exam.
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.
Elementary Course
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.
Pre-Intermediate Course
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.
Intermediate Course
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.
Upper Intermediate Course
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.
Pre-Faculty Course
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.
Tutorials
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.
|