Türkiye’de İngilizce Öğretim Programının Değerlendirilmesi: Beceri ve Ödev Önerileri üzerine Bir Çalışma

Türkiye’de 2012 yılında gerçekleşen eğitim reformunun ardından, İngilizce dersi öğretim programı, Avrupa Dilleri Ortak Çerçeve Programı temelinde 2017 yılında güncelle-nerek takip eden eğitim-öğretim yılında uygulanmaya baş-lanmıştır. Programda, önceliğin; okuma ve yazma gibi geleneksel olarak vurgulanan becerilerden ziyade iletişim-sel becerilere verildiği belirtilmektedir. Bu çalışmada, gün-cellenen öğretim programında tanımlı kazanımlar ile ödev önerilerin, programın iletişimsel amaçlarına ne ölçüde hizmet ettiği araştırılmıştır. Veriler, Milli Eğitim Bakanlı-ğı’nın resmi internet sayfasında yayınlanmış bulunan İngi-lizce dersi öğretim programından elde edilmiş ve içerik analizi yöntemiyle çözümlenmiştir. Araştırma bulguları, kazanımların %86’sının konuşma ve dinleme becerilerini geliştirmeye yönelik tasarlandığını, programın iletişimsel yapısı ile uyumlu olduğunu göstermiştir. Ödev önerilerinin ise, programın temel felsefesinin aksine, öğrenciler arasın-da işbirliği ve iletişim gerektirmediği, %76’sının öğrencile-rin bireysel çabası temelinde yapılandırıldığı ortaya çıkmış-tır. Çalışmanın, araştırmaya dayalı uygulama önerileri ile mevcut alan yazına katkı sağlayacağı düşünülmektedir.

Anahtar Kelimeler:

İngilizce Öğretim Programı, İletişimsel Beceri, Kazanım, Ödev

Evaluating EFL Curricula in Turkey: A Study on Skills and Suggested Assignments

Subsequent to the 2012 educational reform in Turkey, English as a Foreign Language course curriculum was revised based on the Common European Framework of Reference for Languages (CEFR) in 2017, and put into practice in the following academic year. It is acknowledged in the programme document that the primary focus is on the communicative skills rather than traditionally emphasized skills such as reading and writing. The current research primarily investigated the learning outcomes and suggested assignments identified in the primary EFL curriculum to see to what extent they are designed to attain communicative objectives of the programme. The data were compiled from the programme document released on the official website of Ministry of National Education (MoNE), and administered to content analysis. The research findings displayed that 86% of the learning outcomes were designed to improve speaking and listening skills, indicating compatibility of the communicative nature of the programme. The suggested assignments, on the contrary to the major philosophy of the programme, were not designed to require collaboration and communication between and among the students since 76% of them were grounded on their individual work. The study is intended to contribute to the existing literature via re-search-driven implications reported here.

Keywords:

EFL Curriculum, Communicative Skill, Learning Outcome, Assignment,

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