ASSESSING SPEAKING SKILLS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
Abstract
In 2012, the implementation of Presidential Decree 1875 regarding the strengthening of foreign language education led to a significant shift in the approach to language instruction utilized across the nation. Specifically, the traditional grammar-translation method was wholly replaced by the communicative language teaching (CLT) method. The pedagogical approach employed to impart instruction to our students places prominence on acquiring a rudimentary understanding of the language in question. Consequently, a notable proportion of our student cohort demonstrated limited proficiency in their target language. The present study endeavors to examine the correlation that lies between the methods of pedagogy implemented in secondary education and the evaluating system adopted for entrance examinations.