Abstract
In this study, the competencies of the Undergraduate English Language Teaching Programmes belonging to the universities selected as samples from seven regions of our country were examined by using the document analysis method. It has been understood that the concepts of ‘knowledge’, ‘skill’ and ‘competence’ which are the components of the ‘competency’ concept as well as differences in the expression are not fully distinguishable. It was also observed that while the competencies were being written, universities did not adopt the same grammatical rules. In this study, arrangements were made with the focus was on providing a common framework both conceptually and formally, and suggestions were tried to be developed. It is thought that this work will be useful for programmes that have difficulty in expressing their competencies correctly.Keywords: Bologna process, English language teaching programme, competency.
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