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Figure |. Display of methodology items Table 3 indicates that equal weight is not given to the thirty-one parts of methodology section. Modern methods and approaches such as communicative language teaching and suggestopedia and theories of second language learning and teaching have the highest frequencies and percentages. No question has been raised with respect to categories such as the Grammar-Translation and the Direct, the audio-lingual, situational language teaching Methods which are the dominant traditional methods and the instructors spend lots of time on teaching them. Figure 1| displays the data.

Table 3 |. Display of methodology items Table 3 indicates that equal weight is not given to the thirty-one parts of methodology section. Modern methods and approaches such as communicative language teaching and suggestopedia and theories of second language learning and teaching have the highest frequencies and percentages. No question has been raised with respect to categories such as the Grammar-Translation and the Direct, the audio-lingual, situational language teaching Methods which are the dominant traditional methods and the instructors spend lots of time on teaching them. Figure 1| displays the data.

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The major English exam consists of the following sub-majors, namely, ‘eaching Methodology, Testing and Linguistics (Table 2). The exam consists of two main parts: General English and Major English. The general English exam includes the following parts (Table 1).
The major English exam consists of the following sub-majors, namely, ‘eaching Methodology, Testing and Linguistics (Table 2). The exam consists of two main parts: General English and Major English. The general English exam includes the following parts (Table 1).
Table 2. The Major English Exam Format 2. The Study
Table 2. The Major English Exam Format 2. The Study
Table 3. Frequency and Percentage of Methodology Items To summarize the data and to aid in its interpretation, frequencies as well as percentages are used. Moreover, to present a clearer picture of the data, three bar graphs are presented.
Table 3. Frequency and Percentage of Methodology Items To summarize the data and to aid in its interpretation, frequencies as well as percentages are used. Moreover, to present a clearer picture of the data, three bar graphs are presented.
Figure 2. Display of the linguistics items The same as Methodology section, equal value has not been given to different parts of the Linguistics section. The frequency and percentage of 7 parts of this section is zero. Parts such syntax, semantics, phonetics and phonology have the highest frequencies. Figure 2 displays the linguistics items.
Figure 2. Display of the linguistics items The same as Methodology section, equal value has not been given to different parts of the Linguistics section. The frequency and percentage of 7 parts of this section is zero. Parts such syntax, semantics, phonetics and phonology have the highest frequencies. Figure 2 displays the linguistics items.
Table 4. Frequency and Percentage of Linguistics Items
Table 4. Frequency and Percentage of Linguistics Items
Figure 3. Display of the testing items
Figure 3. Display of the testing items
Table 5. Frequency and Percentage of Testing Items The items in this section are not equally distributed among the content categories. Test construction, reliability and theories of language testing have received the highest frequency and as a result 70% of the items are allocated to these topics. Figure 3 displays the testing items.
Table 5. Frequency and Percentage of Testing Items The items in this section are not equally distributed among the content categories. Test construction, reliability and theories of language testing have received the highest frequency and as a result 70% of the items are allocated to these topics. Figure 3 displays the testing items.
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