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1、TurkishOnlineJournalofQualitativeInquiry,July2012,3(3)AContrastiveQualitativeEvaluationofTwoDifferentSequentialProgramsLaunchedattheSchoolofForeignLanguagesofaTurkishUniversityUğurRecepÇetinavcıEceZehirTopkayaUludağUniversity,TurkeyÇanakkaleOnsekizMartUniversity,Turkeycetina
2、vcı@uludag.edu.trecetopkaya@yahoo.comAbstractInayear-longpreparatoryEnglishclassinastateuniversityinTurkey,studentsareexpectedtodevelopknowledgeandskillsrelatedtolanguageincludinggrammar,vocabulary,listening,reading,writing,andspeaking.Inthiscontextstudentsandteachersarechal
3、lengedinconsideringhowmuchaccuracyshouldbeemphasizedinthelearningandteachingprocess,whichleadstorethinkingandreframingtowhatextentandhowgrammarteaching/learningshouldtakeplaceinthelanguageprogram.Havingbeenchallengedwiththesequestions,thispaperpresentsanevaluationoftwodiffer
4、entregimesofgrammarteaching,onethatfollowsitsownlanguagecontentandanotherthatfollowsthelanguagecontentofthemaincourse.Todeterminethevalueoftheprograms,theadministrator,5instructorsand36studentswereinterviewedwithone-on-oneandgroupinterviewtechniquesand6classroomhourswereobse
5、rvedandrelevantexamresultsandattendancerecordswerecompared.Itwasfoundthattheprogramfollowingthelanguagecontentofthemaincourseisfavoredmuchmorestronglyasapositivestepinthecourseofproducingthedesiredlearningoutcomes.Keywords:Programevaluation;languageteachingprogram;grammartea
6、ching.IntroductionWithespeciallytheemergenceofthecommunicativeprinciplesinthe1970s,therecentdecadeshaveseenvariousargumentsforandagainstgrammarinstructioninlanguageteaching.Afterbeingunderestimatedandevenclaimedtobedeleteriousforaconsiderabletime,ithasbecomeclearthatgrammari
7、sa“toolorresourcetobeusedinthecomprehensionandproductionoforalandwrittendiscourse”(Celce-Murica,1991,p.466)andrecentresearchhasdemonstratedtheneedforformalinstructionforlearnerstoattainhighlevelsofaccuracyandproficiencyandthishasledtoaresurgenceofgrammarteaching(Nassaji&Foto
8、s,2004,p.126).82TurkishOnlineJournalofQualitativeInquiry,July2012,3(3)There
