Research Article
Year 2022,
Volume: 5 Issue: 2, 117 - 131, 31.12.2022
Abstract
References
- Akdemir, A. S. (2016). Willingness to communicate (WTC) in L2: An affective construct of language learning process. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(3), 839-854. https://dergipark.org.tr/tr/pub/ataunisosbil/issue/26967/283429
- Arı, G. (2016). A critical view of outcomes in oral communication learning areas of Turkish curriculum (1-8th grades). Sakarya University Journal of Education, 6(2), 235-253. https://doi.org/10.19126/suje.40827
- Arı, G. (2021). Türkçe öğretiminin tarihçesi ve Türkçe öğretim programları [History of Turkish teaching and Turkish teaching programs]. In F. Topçuoğlu Ünal. Türkçe öğrenme ve öğretim yaklaşımları [Turkish learning and teaching approaches] (pp. 47-74). Nobel Akademik.
- Aydın, M., Çelikpala, M., Yeldan, E., Güvenç, M., Zaim, O. Z., Hawks, B. B., Sokullu, E. C., Şenyuva, Ö., Yılmaz, O., & Tığlı, S. D. (2021). Kantitatif araştırma raporu: Türkiye siyasal sosyal eğilimler araştırması 2020. Kadir Has Üniversitesi Türkiye Çalışmaları Grubu, Akademetre ve Global Akademi.
- Baş, B. (2012). A review to Turkish program in primary education as part of oral and written culture. Kastamonu Eğitim Dergisi, 20(1), 271-290. https://dergipark.org.tr/tr/pub/kefdergi/issue/48696/619524
- Berg, B. L., & Lune, H. (2015). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. (Trans. Ed. H. Aydın). Eğitim Kitabevi.
- Çarkıt, C. (2021). Comparison of 1981 and 2019 Turkish course curriculums in terms of listening education. Türkiye Sosyal Araştırmalar Dergisi, 25(3), 827-838. https://dergipark.org.tr/tr/pub/tsadergisi/issue/66172/804083
- Danişmend, M. (2017). Türkçeyi yanlış kullanan kişiyi düzeltme deneyi [An experiment to correct the person who uses Turkish incorrectly]. https://www.cnnturk.com/yazarlar/guncel/melis-danismend/turkceyi-yanlis-kullanan-kisiyi-duzeltme-deneyi
- Demir, C., & Yapıcı, M. (2007). Turkish teaching as a special teaching field and its problems. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 9(2), 177-192. http://hdl.handle.net/11630/3697
- Demir, S. (2020). The analysis of middle school eighth grade students' verbal lecture self-efficacy perceptions and the evaluation of their discourses. (Unpublished doctoral dissertation). Erzurum: Atatürk University.
- Demir, S. (2021a). Türkçe dersi öğretim programının dil becerileri açısından değerlendirilmesi (ilkokul 1, 2, 3 ve 4. sınıflar) [Evaluation of the Turkish lesson curriculum in terms of language skills (primary school 1st, 2nd, 3rd and 4th grades]. 3rd International Ankara Multidisciplinary Studies Congress, 5-7 December (pp. 19-31), Ankara, Turkiya.
- Demir, S. (2021b). Ortaokul öğrencilerinin Türkçe akademik başarılarının diğer disiplinlerle ilişkisinin incelenmesi [Examination of the relationship between the Turkish academic achievement of secondary school students and other disciplines]. Ahi Evran International Conference on Scientific Research, 30 November – 1-2 December, (pp. 898-906), Kırşehir, Turkiya.
- Direkçi, B., Akbulut, S., & Şimşek, B. (2019). The analysis of Turkish course curriculum (2018) and middle school Turkish textbooks in terms of digital literacy skills. Avrasya Uluslararası Araştırmalar Dergisi, 7(16), 797-813. https://doi.org/10.33692/avrasyad.543868
- Doğan, Y. (2009). Suggested activities to improve speaking skill. Türk Eğitim Bilimleri Dergisi, 7(1), 185-204. https://dergipark.org.tr/tr/pub/tebd/issue/26140/275307
- Durmuşçelebi, M. (2007). The mother language teaching in primary education in Turkey and Germany. (Unpublished doctoral dissertation). Ankara: Ankara University.
- Emiroğlu, S., & Pınar, F. N. (2013). Relationship between listening and other skill types. Turkish Studies- International Periodical for the Languages, Literature and History of Turkish or Turkic, 8(4), 769-782.
- Erkuş, E. (2013). Konuşma eğitimi ve Türkçe öğretim programında yer alan yöntem ve teknikleri [Methods and techniques in speaking education and Turkish teaching program]. In C. Demir & H. Parlakyıldız. Prof. Dr. Abdurrahman Güzel armağanı Türkçenin eğitimi ve öğretimi (pp. 523-531). Ankara.
- Esemen, A. (2020). Analysis of 2019 primary school Turkish curriculum and Turkish textbooks in terms of critical reading skills. (Unpublished master’s thesis). Bursa: Uludağ University.
- Gür, T. (2011). Describing language usage and language attitudes of preservice turkish teachers with discourse analysis method. (Unpublished doctoral dissertation). Erzurum: Atatürk University.
- Hamsi İmrol, M., Dinçer, A., Doğan Güldenoğlu, B. N., & Babadoğan, M. C. (2021). Evaluation of the 2018 Turkish curriculum. Eğitim ve Bilim, 46(207), 403-437. http://dx.doi.org/10.15390/EB.2021.9625
- Hepçilingirler, F. (2019). Dedim: “ahh”. Sia Kitap.
- Hepçilingirler, F. (2020). Türkçe “off”. Kırmızı Kedi Yayınevi.
- İşeri, K., & Baştuğ, M. (2016). An evaluation of new Turkish course curriculum. International Journal of Language Academy, 4(4), 17-35. http://dx.doi.org/10.18033/ijla.428
- Kalaycı, N., & Yıldırım, N. (2020). Comparative analysis and evaluation of Turkish course curricula (2009-2017-2019). Trakya Eğitim Dergisi, 10(1), 238-262. https://doi.org/10.24315/tred.580427
- Kıbrıs, S. (2019). Text genre awareness' in Turkish lesson program and textbooks in secondary school. (Unpublished master’s thesis). Ankara: Başkent University.
- Kılıç, F., & Erkal, M. (2021). Middle school (5-6-7-8) Turkish language curriculum listening/watching outcomes and examining the relationship between text and strategy Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(2), 1-25. https://doi.org/10.31463/aicusbed.876747
- Kıral B. (2020). Document analysis as a qualitative data analysis method. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 170-189. https://dergipark.org.tr/tr/pub/susbid/issue/54983/727462
- Kıymaz, M. S. (2019). 2019 Türkçe dersi öğretim programı -2- öğrenme alanları, kazanımlar, diğer derslerle ilişkisi [2019 Turkish course curriculum -2- learning areas, outcomes, relationship with other courses]. In A. Akçay & M. N. Kardaş. Türkçe dersi öğretim programları [Curriculum of Turkish course] (pp. 167-183). Pegem Akademi. https://doi.org/10.14527/9786058008915.09
- Kundakçı, M., & Kapağan, E. (2015). Oral and written text formation problem in teaching Turkish as mother language at the middle education level. Tarih Kültür ve Sanat Araştırmaları Dergisi, 4(1), 1-18. http://kutaksam.karabuk.edu.tr/index.php/ilk /article/view/379
- Maden, S. (2013). Why do we not listen? A sociocultural analysis of the inability to listen. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 2(1), 49-83. https://dergipark.org.tr/tr/pub/teke/issue/12845/155636
- Merriam, S. B. (2009). Case study research in education: A qualitative approach. Jossey-Bass.
- Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. Sage Publications.
- Ministry of National Education-MNE (2019). Türkçe dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Turkish lesson curriculum (primary and secondary school grades 1, 2, 3, 4, 5, 6, 7 and 8]. Millî Eğitim Bakanlığı.
- Ministry of National Education-MNE (2021). Kütüphanesiz okul kalmayacak [There will be no school without a library]. https://www.meb.gov.tr/kutuphanesiz-okul-kalmayacak/haber/24405/tr
- Association of Turkish Publishers and Distributors Association (2019). Turkey reading culture research 2019. Acar Basım.
- Özbay, M., & Melanlıoğlu, D. (2012). An evaluation of Turkish education programs in terms of listening skills. Turkish Studies, 7(1), 87-97. http://dx.doi.org/10.7827/Turki shStudies.2941
- Öztürk, N. (2007). Türkçe öğretimi [Teaching of Turkish]. Arı Matbaacılık.
- PISA 2018 Turkey Preliminary Report (2019). Millî Eğitim Bakanlığı: Eğitim Analiz ve Değerlendirme Raporları Serisi. http://www.meb.gov.tr/meb_iys_dosyalar/2019_ 12/03105347_PISA_2018_Turkiye_On_Raporu.pdf
- Susar Kırmızı, F., & Yurdakul, İ. H. (2019). Primary school teachers' opinions regarding the revised 2018 Turkish Teaching Program. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 5(1), 64-76.
- Şahin, E. (2019). Classroom teachers views on 2017 primary education Turkish curriculum: Erzurum province. (Unpublished master’s thesis). Bayburt: Bayburt University.
- Takkaç, M., & Akdemir, A. S. (2015). Defining listeners in second language (L2) listening: investigating the Characteristics of language learners as listeners. International Journal on New Trends in Education and Their Implications, 6(2), 116- 141.
- Tayşi Karakuş, E. (2014). The effect of learning styles-based instruction on secondary school students' listening comprehension skills and their attitudes to listening. (Unpublished doctoral dissertation). Ankara: Gazi University.
- Torun, S. (2015). Türkiye’de Türkçeyi doğru kullanıyor muyuz [ Do we use Turkish correctly in Turkey?]. https://www.milliyet.com.tr/pembenar/serap-torun/turkiye-de-turkceyi-dogru-kullaniyor-muyuz-2161068
- Ünveren Kapanadze, D. (2019). Analyzing learning outcomes of new Turkish teaching curriculum in terms of higher-order thinking skills. Milli Eğitim Dergisi, 48(223), 83-112. https://dergipark.org.tr/tr/pub/milliegitim/issue/48112/609021
- Yaman, E. (2014). Konuşma sanatı [Eloquence]. Akçağ.
- Yaman, H. (2009). Teachers’ views on the applicability of the Turkish course curriculum in crowded primary classrooms. Educational Sciences: Theory and Practice, 9(1), 349-359.
- Yazar, S., & Yazar, İ. (2018). Dinleme öğretimi [Listening teaching]. In S. M. Taşkaya & R. Karadağ. Türkçe öğretimi [Turkish teaching] (pp. 79-102). Lisans Publishing.
- Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (10th ed.). Seçkin.
Evaluation of the Turkish course curriculum (middle school 5, 6, 7 and 8th grades) in terms of basic language skills outcomes
Abstract
This research was created to evaluate the basic language skills of the 2019 Turkish curriculum in terms of listening, speaking, reading and writing outcomes. These outcomes were examined in numbers, qualifications, distributions by classes and differentiation aspects. In the study, which is a qualitative study, the data in the Turkish middle school program were discussed with document review. Content analysis of the obtained data was carried out, and percentage and frequency values were also calculated. As a result of the research, it was determined that there was a total of 289 outcomes in the curriculum, 52 of which were related to listening/watching, 28 of which related to speaking, 142 of which related to reading and 67 of which related to writing skills. However, it has been found that the majority of outcomes are repeated exactly without changing as the class level increases. Accordingly, it was determined that the 289 language skills outcomes in the program consisted of 109 outcomes. Based on the research findings, it has been suggested that all of the basic language skills outcomes should be given equal weight in the Turkish course curriculum, especially to increase the inclusiveness of the outcomes of speaking skills.
References
- Akdemir, A. S. (2016). Willingness to communicate (WTC) in L2: An affective construct of language learning process. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(3), 839-854. https://dergipark.org.tr/tr/pub/ataunisosbil/issue/26967/283429
- Arı, G. (2016). A critical view of outcomes in oral communication learning areas of Turkish curriculum (1-8th grades). Sakarya University Journal of Education, 6(2), 235-253. https://doi.org/10.19126/suje.40827
- Arı, G. (2021). Türkçe öğretiminin tarihçesi ve Türkçe öğretim programları [History of Turkish teaching and Turkish teaching programs]. In F. Topçuoğlu Ünal. Türkçe öğrenme ve öğretim yaklaşımları [Turkish learning and teaching approaches] (pp. 47-74). Nobel Akademik.
- Aydın, M., Çelikpala, M., Yeldan, E., Güvenç, M., Zaim, O. Z., Hawks, B. B., Sokullu, E. C., Şenyuva, Ö., Yılmaz, O., & Tığlı, S. D. (2021). Kantitatif araştırma raporu: Türkiye siyasal sosyal eğilimler araştırması 2020. Kadir Has Üniversitesi Türkiye Çalışmaları Grubu, Akademetre ve Global Akademi.
- Baş, B. (2012). A review to Turkish program in primary education as part of oral and written culture. Kastamonu Eğitim Dergisi, 20(1), 271-290. https://dergipark.org.tr/tr/pub/kefdergi/issue/48696/619524
- Berg, B. L., & Lune, H. (2015). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. (Trans. Ed. H. Aydın). Eğitim Kitabevi.
- Çarkıt, C. (2021). Comparison of 1981 and 2019 Turkish course curriculums in terms of listening education. Türkiye Sosyal Araştırmalar Dergisi, 25(3), 827-838. https://dergipark.org.tr/tr/pub/tsadergisi/issue/66172/804083
- Danişmend, M. (2017). Türkçeyi yanlış kullanan kişiyi düzeltme deneyi [An experiment to correct the person who uses Turkish incorrectly]. https://www.cnnturk.com/yazarlar/guncel/melis-danismend/turkceyi-yanlis-kullanan-kisiyi-duzeltme-deneyi
- Demir, C., & Yapıcı, M. (2007). Turkish teaching as a special teaching field and its problems. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 9(2), 177-192. http://hdl.handle.net/11630/3697
- Demir, S. (2020). The analysis of middle school eighth grade students' verbal lecture self-efficacy perceptions and the evaluation of their discourses. (Unpublished doctoral dissertation). Erzurum: Atatürk University.
- Demir, S. (2021a). Türkçe dersi öğretim programının dil becerileri açısından değerlendirilmesi (ilkokul 1, 2, 3 ve 4. sınıflar) [Evaluation of the Turkish lesson curriculum in terms of language skills (primary school 1st, 2nd, 3rd and 4th grades]. 3rd International Ankara Multidisciplinary Studies Congress, 5-7 December (pp. 19-31), Ankara, Turkiya.
- Demir, S. (2021b). Ortaokul öğrencilerinin Türkçe akademik başarılarının diğer disiplinlerle ilişkisinin incelenmesi [Examination of the relationship between the Turkish academic achievement of secondary school students and other disciplines]. Ahi Evran International Conference on Scientific Research, 30 November – 1-2 December, (pp. 898-906), Kırşehir, Turkiya.
- Direkçi, B., Akbulut, S., & Şimşek, B. (2019). The analysis of Turkish course curriculum (2018) and middle school Turkish textbooks in terms of digital literacy skills. Avrasya Uluslararası Araştırmalar Dergisi, 7(16), 797-813. https://doi.org/10.33692/avrasyad.543868
- Doğan, Y. (2009). Suggested activities to improve speaking skill. Türk Eğitim Bilimleri Dergisi, 7(1), 185-204. https://dergipark.org.tr/tr/pub/tebd/issue/26140/275307
- Durmuşçelebi, M. (2007). The mother language teaching in primary education in Turkey and Germany. (Unpublished doctoral dissertation). Ankara: Ankara University.
- Emiroğlu, S., & Pınar, F. N. (2013). Relationship between listening and other skill types. Turkish Studies- International Periodical for the Languages, Literature and History of Turkish or Turkic, 8(4), 769-782.
- Erkuş, E. (2013). Konuşma eğitimi ve Türkçe öğretim programında yer alan yöntem ve teknikleri [Methods and techniques in speaking education and Turkish teaching program]. In C. Demir & H. Parlakyıldız. Prof. Dr. Abdurrahman Güzel armağanı Türkçenin eğitimi ve öğretimi (pp. 523-531). Ankara.
- Esemen, A. (2020). Analysis of 2019 primary school Turkish curriculum and Turkish textbooks in terms of critical reading skills. (Unpublished master’s thesis). Bursa: Uludağ University.
- Gür, T. (2011). Describing language usage and language attitudes of preservice turkish teachers with discourse analysis method. (Unpublished doctoral dissertation). Erzurum: Atatürk University.
- Hamsi İmrol, M., Dinçer, A., Doğan Güldenoğlu, B. N., & Babadoğan, M. C. (2021). Evaluation of the 2018 Turkish curriculum. Eğitim ve Bilim, 46(207), 403-437. http://dx.doi.org/10.15390/EB.2021.9625
- Hepçilingirler, F. (2019). Dedim: “ahh”. Sia Kitap.
- Hepçilingirler, F. (2020). Türkçe “off”. Kırmızı Kedi Yayınevi.
- İşeri, K., & Baştuğ, M. (2016). An evaluation of new Turkish course curriculum. International Journal of Language Academy, 4(4), 17-35. http://dx.doi.org/10.18033/ijla.428
- Kalaycı, N., & Yıldırım, N. (2020). Comparative analysis and evaluation of Turkish course curricula (2009-2017-2019). Trakya Eğitim Dergisi, 10(1), 238-262. https://doi.org/10.24315/tred.580427
- Kıbrıs, S. (2019). Text genre awareness' in Turkish lesson program and textbooks in secondary school. (Unpublished master’s thesis). Ankara: Başkent University.
- Kılıç, F., & Erkal, M. (2021). Middle school (5-6-7-8) Turkish language curriculum listening/watching outcomes and examining the relationship between text and strategy Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(2), 1-25. https://doi.org/10.31463/aicusbed.876747
- Kıral B. (2020). Document analysis as a qualitative data analysis method. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 170-189. https://dergipark.org.tr/tr/pub/susbid/issue/54983/727462
- Kıymaz, M. S. (2019). 2019 Türkçe dersi öğretim programı -2- öğrenme alanları, kazanımlar, diğer derslerle ilişkisi [2019 Turkish course curriculum -2- learning areas, outcomes, relationship with other courses]. In A. Akçay & M. N. Kardaş. Türkçe dersi öğretim programları [Curriculum of Turkish course] (pp. 167-183). Pegem Akademi. https://doi.org/10.14527/9786058008915.09
- Kundakçı, M., & Kapağan, E. (2015). Oral and written text formation problem in teaching Turkish as mother language at the middle education level. Tarih Kültür ve Sanat Araştırmaları Dergisi, 4(1), 1-18. http://kutaksam.karabuk.edu.tr/index.php/ilk /article/view/379
- Maden, S. (2013). Why do we not listen? A sociocultural analysis of the inability to listen. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 2(1), 49-83. https://dergipark.org.tr/tr/pub/teke/issue/12845/155636
- Merriam, S. B. (2009). Case study research in education: A qualitative approach. Jossey-Bass.
- Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. Sage Publications.
- Ministry of National Education-MNE (2019). Türkçe dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Turkish lesson curriculum (primary and secondary school grades 1, 2, 3, 4, 5, 6, 7 and 8]. Millî Eğitim Bakanlığı.
- Ministry of National Education-MNE (2021). Kütüphanesiz okul kalmayacak [There will be no school without a library]. https://www.meb.gov.tr/kutuphanesiz-okul-kalmayacak/haber/24405/tr
- Association of Turkish Publishers and Distributors Association (2019). Turkey reading culture research 2019. Acar Basım.
- Özbay, M., & Melanlıoğlu, D. (2012). An evaluation of Turkish education programs in terms of listening skills. Turkish Studies, 7(1), 87-97. http://dx.doi.org/10.7827/Turki shStudies.2941
- Öztürk, N. (2007). Türkçe öğretimi [Teaching of Turkish]. Arı Matbaacılık.
- PISA 2018 Turkey Preliminary Report (2019). Millî Eğitim Bakanlığı: Eğitim Analiz ve Değerlendirme Raporları Serisi. http://www.meb.gov.tr/meb_iys_dosyalar/2019_ 12/03105347_PISA_2018_Turkiye_On_Raporu.pdf
- Susar Kırmızı, F., & Yurdakul, İ. H. (2019). Primary school teachers' opinions regarding the revised 2018 Turkish Teaching Program. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 5(1), 64-76.
- Şahin, E. (2019). Classroom teachers views on 2017 primary education Turkish curriculum: Erzurum province. (Unpublished master’s thesis). Bayburt: Bayburt University.
- Takkaç, M., & Akdemir, A. S. (2015). Defining listeners in second language (L2) listening: investigating the Characteristics of language learners as listeners. International Journal on New Trends in Education and Their Implications, 6(2), 116- 141.
- Tayşi Karakuş, E. (2014). The effect of learning styles-based instruction on secondary school students' listening comprehension skills and their attitudes to listening. (Unpublished doctoral dissertation). Ankara: Gazi University.
- Torun, S. (2015). Türkiye’de Türkçeyi doğru kullanıyor muyuz [ Do we use Turkish correctly in Turkey?]. https://www.milliyet.com.tr/pembenar/serap-torun/turkiye-de-turkceyi-dogru-kullaniyor-muyuz-2161068
- Ünveren Kapanadze, D. (2019). Analyzing learning outcomes of new Turkish teaching curriculum in terms of higher-order thinking skills. Milli Eğitim Dergisi, 48(223), 83-112. https://dergipark.org.tr/tr/pub/milliegitim/issue/48112/609021
- Yaman, E. (2014). Konuşma sanatı [Eloquence]. Akçağ.
- Yaman, H. (2009). Teachers’ views on the applicability of the Turkish course curriculum in crowded primary classrooms. Educational Sciences: Theory and Practice, 9(1), 349-359.
- Yazar, S., & Yazar, İ. (2018). Dinleme öğretimi [Listening teaching]. In S. M. Taşkaya & R. Karadağ. Türkçe öğretimi [Turkish teaching] (pp. 79-102). Lisans Publishing.
- Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (10th ed.). Seçkin.
There are 48 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Articles |
| Authors | |
| Publication Date | December 31, 2022 |
| Submission Date | October 25, 2022 |
| Acceptance Date | December 23, 2022 |
| Published in Issue | Year 2022 Volume: 5 Issue: 2 |
|
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