Turkish Preparatory School

Table 1 Examples of Learning Outcomes

FACILITATIVE PROCESSES INHIBITIVE PROCESSES

AFFECTIVE PROCESSES

e.g., selfconfidence e.g., excessive anxiety e.g., creating a relaxed environment Positive attitudes, etc.

COGNITIVE PROCESSES

e.g., making inferences

SOCIAL PROCESSES

e.g., group cohesion

COMMUNICATION PROCESSES

e.g., comprehension e.g., dominance in turn-taking e.g., creating space to communicate

e.g., premature closure – students don’t consider alternative answers. e.g., social loafing –one of the members of the group don’t do much/contribute

PEDAGOGIC PROCESSES

e.g., challenging ideas

PROCESSES AS OUTCOMES

Critical thinking, etc.

e.g., effective grouping techniques Cooperation skills, etc.

The “four skills”, etc.

(Littlewood, 2008:247-48)

We believe that our approach to language learning contributes to the maintenance of coherence of a curriculum in that clearly stated learning outcomes coordinate the teaching and learning activities as well as the method of assessment in such a way that they all support student learning and foster life-long learning. Accordingly, we highlight the vitality of providing on-going feedback and extensive support to our learners based on the information gathered via summative and formative assessment tools on whether or to what extent the learning outcomes have been achieved.

Turkish Preparatory School

The Turkish Preparatory School is primarily designed to improve the Turkish proficiency level of the foreign students who prefer to study in Faculty of Health Sciences or at the faculties/departments or schools where the medium of instruction is Turkish.

TUSL181, which is offered in the framework of this program, is a weekly two-hour Turkish language support course prepared for the foreign students from different nonTurkish speaking foreign countries who come to study at English-medium departments and it aims to teach them Turkish which they need to survive in North Cyprus.

Within the framework of the same program TUSL191, TUSL192, TUSL291 and TUSL391 courses are designed to improve the Turkish proficiency level of non-Turkish speaking foreign students enrolled at Faculty of Medicine, and these courses are designed as 4-hour-a-week courses. The main aim of these courses is to help students improve their Turkish at a proficiency level to be used in their clinical studies.

In the framework of the same program, there are courses offered under the name of Graduate Turkish Support Program (TUSL501, TUSL503, TUSL505) and they are