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Testing is one of the important factors in foreign language teaching and learning process. Teachers use tests for different purposes such as evaluating their students⿿ progress, diagnosing their weaknesses and strengths and helping them improve in foreign language, checking the efficiency of their teaching and determining their achievement level. In the educational system in Turkey, national exams including questions for foreign language take place and according to the school grades and the results of these exams students are guided to different schools. Therefore, the main purpose of the students and their parents is to get higher grades in the foreign language exams. This is a qualitative research that aims at learning the reflections of the teachers for the testing system at schools. 20 teachers from different state secondary schools joined the survey and they were given a structured open-ended questionnaire containing 8 questions about testing at state schools. With their answers the situation was analyzed from the perspective of the teachers. They generally agree that they pay attention to reading, writing, grammar and vocabulary in the exams they prepare although they believe that this type of exams fail to measure the real performance of the students. They also complain that the expectations of parents for higher grades in the exams have a negative effect on the foreign language learning and teaching process. As a result of the study, some suggestions were made to improve the foreign language teaching and testing system.

Although errors are accepted inevitable in the foreign language learning, they give information about teaching- learning process of the students. The fact that even ELT students’ exam papers contain lots of serious errors has led to this research to find the reasons for them. With this aim, the exam papers of ELT students were examined in terms of their overall quality and the errors the students have made and they were listed according to their types. This study is a qualitative study which reflects the errors of students in their exam papers. To get the data, document analysis was conducted. The documents are the exam papers of sophomore and junior students of ELT department of Akdeniz University. It was found out that ELT students have problems in expressing their own ideas on any topic by analysing the situation. Besides, most of them are not careful with their writing, in terms of grammar, syntax and spelling. Some errors can be regarded as careless errors when the exam situation is considered. However, some of them result from overgeneralization of rules. Some errors occur because of the effect of the native language or students’ inefficiency to use correct structures in writing although they know everything by heart. It is important for ELT students to use the language accurately as they are English teacher candidates. To overcome the problem, foreign language teaching and testing processes should be taken into consideration.

Both positive and negative regulatory elements responsive to the product of the adenovirus type 12 E1A gene are located in the promoter region of the gene for mouse H-2Kbm1 major histocompatibility complex (MHC) class I antigen (1). We have analyzed the negative regulatory element that is affected by E1A and identified a target CAA repeated motif, CAA(A)CAAA, within -1725 to -1705 and -1591 to -1568 in a 316-bp sequence located in the far upstream region of H-2Kb promoter (-1837 to -1522; +1 refers to the cap site). The extent of cell surface expression of the MHC class 1 antigen was significantly decreased in the case of transfectants obtained by introducing an expression plasmid that included MHC class 1 cDNA with the CAA repeated element, as compared with that of a plasmid with mutated CAA repeats. We have also characterized the nuclear proteins that bind to this motif. The analysis of the effects of mutations during competition assays of in vivo and gel retardation competition assays demonstrated that the CAA repeated element is essential not only for E1A-dependent repression of transcription but also for the cell surface expression of the product of the mouse H-2Kb class I gene, presumably through nuclear proteins that specifically bind to it.