Foreign Languages Teaching Department started to give undergraduate level education in the academic year of 2006-2007 registering 62 students. In the unit, the medium of instruction is English. One year of preparatory class is required for those who cannot get a passing grade in the proficiency examination held at the beginning of each academic year. The students who pass the English proficiency test are exempted from the preparatory class and start the freshman classes. In addition to the undergraduate program, our department started welcoming students to the MA TEFL program in the 2007-2008 academic year and to the PhD program in the 2019-2020 academic year.

English Language Teaching Department prepares prospective English language teachers for primary, secondary and high schools as well as universities. The aims of the programme include: a) developing students' own language skills; b) being able to understand the relations between language and culture; c) gaining professional knowledge in the basic theories, methods and principles of English language teaching; d) attaining skills to be able to teach English language in the light of current teaching techniques; and e) preparing students for post-graduate studies.

Admission Requirements
The Council of Higher Education, Student Selection and Placement Center, University Entrance Exam

Graduation Requirements
Students are required to complete all compulsory and elective courses in the curriculum successfully with no failing grades, including compulsory practical trainings, and have a minimum CGPA requirement as stated in the undergraduate program guidance of Pamukkale University.

Career Opportunties
Teacher of English at Primary, Secondary, High School, and Tertiary Levels. Translator or Interpretor at Foregin Trade, Tour Guide in Tourism

Qualification Awarded
English Language Education

Level of Qualification
First Cycle (Bachelor's Degree)

Recognition of Prior Learning
For students who want to transfer from higher education institutions in Turkey to Pamukkale University, the provisions of the "Regulation on the Principles of Transferring Between Associate and Undergraduate Programs, Double Major, Minor and Inter-Institutional Credit Transfer in Higher Education Institutions" are applied. Students enrolling for the first time in departments with a foreign language preparatory program take the placement and proficiency exam before the start of the academic year. Students are placed in one of the beginner, lower-intermediate or intermediate level groups according to the score they get in this exam, or those with a proficiency score are exempted from preparatory education. The score ranges of these groups are determined by the School Directorate. Exam results are announced in the relevant places and on the website of the School of Foreign Languages. Students who enrolled in departments/programs having compulsory preparatory education start their education at the beginning level when they do not take the placement and proficiency exams.

Qualification Requirements and Regulations
Students are required to complete all compulsory and elective courses in the curriculum successfully with no failing grades, including compulsory practical trainings, and have a minimum CGPA requirement as stated in the undergraduate program guidance of Pamukkale University.

Access to Further Studies
Candidates who have successfully completed their undergraduate studies can study in post-graduate programs provided that they receive valid grades from ALES and have sufficient knowledge of English.

Mode of Study
Full Time

Examination Regulations, Assessment and Grading
Measurement and evaluation methods that is applied for each course, is detailed in "Course Structure&ECTS Credits".

Contact (Programme Director or Equivalent)
PositionName SurnamePhoneFaxE-Mail
HEAD OF DEPARTMENT Prof. Dr. TURAN PAKER+90 258 296 1029 tpaker@pau.edu.tr
DEPUTY HEAD OF DEPARTMENT Assoc. Prof. Dr. ÇAĞLA ATMACA  catmaca@pau.edu.tr

1Teacher candidates can explain and use theoretical and practical knowledge essential in English Language Teaching (ELT).
2Teacher candidates can explain and use theoretical and practical knowledge essential in educational sciences.
3Teacher candidates apply the most appropriate teaching strategies, methods , techniques and activities by taking English language teaching qualities and competences into consideration.
4Teacher candidates can use English language skills effectively.
5Teacher candidates can use Turkish language skills and grammar effectively.
6Teacher candidates can use second/foreign language skills effectively.
7Teacher candidates can design teaching settings with planning appropriate to English language teaching.
8Teacher candidates can develop suitable materials in accordance with the requirements of foreign language teaching and student needs.
9Teacher candidates can use media and communication technologies in English language teaching.
10Teacher candidates can develop an eclectic approach towards the process of English language learning and teaching.
11Teacher candidates can help their students develop effective language learning strategies.
12Teacher candidates can help their students become competent in English language skills and knowledge.
13Teacher candidates can make teaching practices by considering the students with special needs or students who need special education in English Language Teaching.
14Teacher candidates can use various testing and assesment tools and methods and reflect the results obtained in his/her practice.
15Teacher candidates can cooperate with families and the society in the development of their students' language skills.
16Teacher candidates can cooperate with the society, organisations and the institutions to make the school a cultural and learning center.
17Teacher candidates can take responsibilities individually and as a group member.
18Teacher candidates can know about different cultures and easily be adapted to them.
19Teacher candidates can continuously attend in-service training sessions for his/her professional development by directing his/her learning.
20Teacher candidates can make use of scientific research methods and techniques toward his/her professional development practices.
21Teacher candidates can act appropriately toward democracy, human rights, social, scientific and professional ethics.
22Teacher candidates can acquire the habit of respecting democracy and human rights.
23Teacher candidates can develop a critical perspective for the written and oral texts.
24Teacher candidates can explain the factors that influence learning theories and learning.
LecturingLecturing is one of the methods that come first, where the teacher is in the center. It is a method where the teacher actively describes topics and the students are passive listeners. With this method, lesson proceeds in the form of report, description and explanation.
DebateDepending on the situation, debate is a tool that allows all students, or a specific portion of the class to participate in the lesson. In this method, members of the group discuss a topic by addressing the various points of view and discuss alternative opinions about problem-solving.
DemonstrationIn this method the teacher demonstrates, an experiment, test, in front of the class. And then assists students to do so too. Students learn not only by just by looking and watching, but also by taking part and participating. This method is usually applied when teaching skills.
Case Study Case studies require students to actively participate while using an analytical perspective to think about real and problematic events. The problematic event may be real or very close to real life. Student(s) working on the documents that include the necessary data and descriptions of the
Problem SolvingThe name given to any doubt or ambiguity that arises is, a problem. Problems which usually have a role in human life, that have preventing or annoying aspects are solved by considering the stages of scientific methods. (a) Problems are determined. (b) The problem is identified. 
Cooperative LearningCooperative Learning is; a kind of learning that is based on the students working together for a common purpose. Children with different skills come together in heterogeneous groups to learn by helping each other. Students gain experiences such as becoming aware of the unity
PerformanceIn this method, the teacher performs activities such as experiments and demonstrations in front of the class, students try to learn by looking and watching. This method is usually applied where there are limited facilities and in dealing with dangerous experimental situations.
Questions –AnswersThe different types of Questions used (associative, differential, assessment, requesting information, motivating, and brainstorming) although students get in to more active positions during the process; the method is teacher-centered. If possible Questions, that serve a purpose and
Concept MapsExpress a relation network, based on figures, graphics and words propositions and principles. It enables visual learning. These steps are followed: 1) Concepts about the subjects to be taught are listed. 2) The name of the subject that will be taught is written at the top.3) Relations between
Learning Stations Is a student –centered method in which the whole class contributes to each stage and with this contribution, progress further to the next level in learning than the previous group. With the station method groups of 3-5 students are made up in classes. Each group is assigned a station chief,
Meaning Analysis ChartsThe Meaning Analysis Charts is a method that allows students to participate actively in class. Students learn by working on a two-dimensional table. For example, if in one dimension there are animals and in the other dimension food is shown, students have the opportunity to learn by
Concept CaricaturesCreates opportunities to learn and discuss by caricaturizing and representing information about concepts in a thought-provoking way that can lead to debates. Generally Concepts Caricatures draw attention and create opportunities to think by giving information in a contradicting
Cooperative LearningCooperative Learning is; a kind of learning that is based on students working together for a common purpose. Children with different skills come together in heterogeneous groups and learn by helping each other. Students gain experiences such as becoming aware of the unity within the
Micro-Teaching Although this method aims to produce prospective teachers’ who have adopted the role in which they undertake and apply in the classroom, it can also be applied in different areas. It makes it possible to carry certain skills to the learning environment by using video and audio recording
Scenario-based teaching Although it is similar to the Case Study method, there is a fictional approach in the scenario. The subject can be presented by inserting it in to a fiction and can also lead the student’s to producing their own scenarios.
Role Playing Role-playing is a learning way which helps students to express their own feelings and thoughts by playing the role of other personalities. It is necessary that students use creative thinking to succeed. Students put themselves in someone’s place by purifying themselves from their actual
Drama Drama is a method in which students learn a skill or situation by reenacting in front of the class. As well as gaining knowledge by experience, it has important effects on the development of verbal expression and socialization. It enables us to bring up individuals who are creative, productive,
ProjectProject-based learning is a learning way which leads students to deal with interesting problems and to create extraordinary products at the end of this. It allows students to use their creativity and it requires them to look at events perceptively.
Observation Although we generally get information related to the nature through observations, the Observation method can also be used for other situations and under other conditions. We try to reach certain generalizations by thinking about our findings which we gather from our observations.
InterviewThis is when the teacher brings in (writers, artists, designers, writers, illustrators, etc.) because he/she is not equipped with the adequate facilities to do with certain issues or situations. It is a technique that triggers the senses of students. In some cases, students interview certain people
DebateDebate is a type of discussion on a topic in compliance with certain rules and procedures. Debate, is two groups of students in either twos or threes, putting forward points, which are for or against an idea, proposal, point, action or recommendation.  The aim is to discuss topic ideas that
Six Hat ThinkingThe Six hat thinking technique, is based on looking at a topic from different angles. Individuals learn to, develop the ability to face events from different points of view and to improve their empathizing skills. Because thoughts are looked upon from of every aspect, issues raised can be
The opposite panelIs one of the two groups just asking the question, while another assumes the role of responder. With this technique it is possible to repeat / revise issues that have already been processed. The Class is divided into two. Half is located within the group for asking questions and half for 
Group 66In This technique, six-person groups are created in the classroom focusing student's attention and attracting interest by introducing a concept or problem. It gets its Name form, the 6 minutes given to a topic to be discussed by a group of 6. Group size can vary depending on the number of
Vision Development This technique is not all the students in small groups, but all students participating in a study as a class. It is a discussion technique, used to teach students to respect others views and improve their vision, when thinking about conflicting points of view. Topics with apparent contradictions 
Brainstorming Brainstorming is a group work process that has been regulated to reach solutions for a problem without limitations or evaluation. The purpose of brainstorming is to make it easier for students to express themselves and to generate ideas. This technique is used as a high-level discussion

PO - NQF-HETR Relation
NQF-HETR CategoryNQF-HETR Sub-CategoryNQF-HETRLearning Outcomes
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
COMPETENCIESLearning Competence 03

PO - FOE (Academic)
FOE CategoryFOE Sub-CategoryFOELearning Outcomes