İnsan toplumsal bir canlıdır. Bu sebeple, insanların günlük yaşam faaliyetlerini devam ettirebilmeleri için toplumu oluşturan diğer bireylerle iletişim kurma ihtiyacı vardır. Bu ihtiyaç, bireylerin kişisel ihtiyaçlarının karşılanması kadar, demokratik ve gelişmiş bir toplum yapısının oluşması ve sürdürülebilmesi için de gereklidir. Bu yönüyle iletişim sadece kişilerarası bir alışveriş olmaktan çok, toplumun bütününü oluşturan yapının en önemli malzemesidir. Konuşma, iletişim kurma araçlarından biri ve günlük hayatta en çok kullanılanıdır. Sadece ses yollarının fiziksel özellikleriyle açıklanamayacak kadar karmaşık ve bilişsel bir süreç sonucu oluşan konuşma becerisi, öğretilebilir ve geliştirilebilir bir dil alanı olarak kabul edilmektedir. Bu çalışmanın amacı, Türkçe dersi öğretim programlarındaki gelişime paralel olarak konuşma becerisi ile ilgili yaklaşım değişikliklerini ve gelişim özelliklerini belirlemek; konuşma eğitimi programının art zamanlı eleştirel bir değerlendirmesini yapmaktır. Konuşma, dil becerileri içerisinde iletişimi sağlamak için en çok kullandığımız beceridir. Bu sebeple de, konuşma eğitiminin programlar içerisindeki ağırlığının ve programlar temelinde hangi yaklaşımlarla yapılmaya çalışıldığının belirlenmesi gerekmektedir. Ancak, çalışmanın kuramsal altyapısını oluştururken yapılan alan yazın, incelemesinde, Cumhuriyet Dönemi Türkçe Öğretim Programları'nın bu bağlamda ele alınmadığı görülmüştür. Çalışma, bu yönüyle özgünlük taşımaktadır. Konuşma becerisiyle ilgili eş zamanlı çalışmaların yapılmakta olduğu, fakat art zamanlı çalışmalara da ihtiyaç duyulduğu gerçeği göz ardı edilmemelidir. Doküman analizine dayanılarak betimsel biçimde yapılan çalışmanın sonuçları bu bağlamda değerlendirildiğinde, konuşma becerisi açısından Cumhuriyet Dönemi Türkçe Öğretim Programları'nda oldukça büyük yaklaşım farklılıkları olduğu görülmekte, bunun yanında program geliştirmeleri yapılırken önceki programların olumlu yönlerinden yeterince yararlanılmadığı anlaşılmaktadır

Human is a social living being. Thus, people need to get in touch with other individiuals creating society to sustain their own daily life activities. This need is neccessary for making a sophisticated society structure and sustain it as much as meeting their own personal needs. With together this perspective, communication is the most important material of the structure accounting for the whole society rather than just a interpersonal exchange. Speaking is one of instruments for staying a touch and it is the most used at daily life. Which as much complex as can not explained by physical forms of fonetic paths and resulted from a cognitive process, speaking skills are expected as a teachable and improveable language area. The purpose of this study is to unreval the differences, changes, and similarities in approaches regarding speaking skills in Turkish Language Curricula of Republic Period. So, it has been expected that have a holistic approach relating to the overview and development of speaking skills in Turkish Language Curricula Republic Period and develop effective approaches about speaking skills in Turkish Language curriculum to be designed. But, we have not encountered any study about how speaking education incorporated historically during the Republic Period. the study was performed descriptively and document analysis was employed. The results of this study indicated that curricula during Republic period vary in approaches, and it has not been benefited sufficiently from positive dimensions of previous ones while doing the works of curriculum developments.The purpose of this study is to unreval the differences, changes, and similarities in approaches regarding speaking skills in Turkish Language Curricula of Republic Period. So, it has been expected that have a holistic approach relating to the overview and development of speaking skills in Turkish Language Curricula Republic Period and develop effective approaches about speaking skills in Turkish Language curriculum to be designed. Human is a social living being. Thus, people need to get in touch with other individiuals creating society to sustain their own daily life activities. This need is neccessary for making a sophisticated society structure and sustain it as much as meeting their own personal needs. With together this perspective, communication is the most important material of the structure accounting for the whole society rather than just a interpersonal exchange. Speaking is one of instruments for staying a touch and it is the most used at daily life. which as much complex as can not explained by physical forms of fonetic paths and resulted from a cognitive process, speaking skills are expected as a teachable and improveable language area. Transforming truely thoughts in mind into voice at talking process is concerned with the development of thinking and cognitive skills. That talking are regarded as only a verbal skill has resulted in the studies of vocalization for many years and enabled to spare time for reducing articulation disorders. At present, many studies on speaking education are based on articulation (Güneş, 2015). Nonetheless, articulation represents the last stage of speaking text that is planned and regulated in mind and transformed into the message to be sent for other people by integrating it (Güneş, 2014). That the speaking is associated with other language skills, important significance in human life and the impact of speaking on the development of cognitive skills maybe enable to use more contemporary and beneficial methods in Turkish language course curriculum relating to speaking education approaches. The most important criteria determining the development of a society is a human power that educated and can be adapt the needs of age. In which people with an educated experience and quality have lived, societies also have been accepted as developed, and they can play in role at reconstructing the world policies. In our country, changes have been made based on periodically developments and these changes have been reflected into curricula (Balcı, Coşkun ve Tamer, 2012; Demirel, 2006; Temizyürek ve Balcı, 2015). Schools is also neccesary for training qualified human power needed suitable to requirements of age. they perform this task through educational programs As all the curiculum, instructional programmes should be developed based on predetermined objectives to teach students language skills at the teaching of Turkish language. An emphasis made on curriculum that is guide to teaching has resulted from employing standards and relying productive process (Balcı, Coşkun ve Tamer, 2012; Kavruk ve Can, 2016). Organizing knowledge and skills, and planning them enable to students learn easily them. So, Teaching studies increase productivity by providing savings interms of time, labor, and investment (Bilen, 2006; Demirel, 2006; Balcı, Coşkun ve Tamer, 2012). Studies examining holistically curricula planned during Republic Period represent a significant stance for revailing differences at approaches in curricula and accounting for a foresight for next curricula to be developed. This study, descriptive quality was designed by survey model. In study, 1929 Orta Mektep Türkçe Programı, 1931-1932 Ders Senesi Tadilatı Türkçe Programı, 1938 Ortaokul Türkçe Programı, 1949 Ortaokul Türkçe Programı, 1962 Ortaokul Türkçe Programı, 1981 Temel Eğitim Okulları Türkçe Eğitim Programı and İlköğretim Türkçe Dersi (6, 7, 8. Sınıflar) were examined and they were analyzed by categorical analysis tecnique. Categorical analysis consists of the classification of concepts and findings thematically, the separation messages into units firstly, and then the grouping these units by particular criteria (Yıldırım and Şimşek, 2008; Bilgin, 2000; Ekiz, 2015). The data of study were derived from 1929 Middle school turkish language curriculum (Orta Mektep Türkçe Programı), 1931-1932 Ders Senesi Tadilatı Türkçe Programı, 1938 Ortaokul Türkçe Programı (Middle school turkish language curriculum), 1949 Ortaokul Türkçe Programı (Middle school turkish language curriculum), 1962 Ortaokul Türkçe Programı Middle school turkish language curriculum), 1981 Temel Eğitim Okulları Türkçe Eğitim Programı ve İlköğretim Türkçe Dersi (6, 7, 8. Sınıflar) Öğretim Programları. Curricula mentioned above represent documents of this study. The data have been reviewed by criteria based on expert opinions. The findings obtained were presented at table form. Speaking skill is one of four main language skills targeted to develop through Turkish language curriculum. Meanwhile, it is most used language skill at interpersonal communication. We have not encountered any study about how speaking education incorporated historically during the Republic Period. We hope that the results of this research will contribute the works of curriculum development and inspire researchers to perform studies on speaking skill. When curricula were reviewed historically, speaking skill was regarded as a separe area in 1924 curriculum, but it was accepted as an expression skill and associated with writing skill in curriculum of 1929, 1931-32, 1949, 1962, and 1981 years. In addition, the findings showed that reading skill was related with other language skills in curriculum of 1949, 1962, and 1981 years. One of the outstanding points, since the curricula of 1929 year, all the curricula accept mainly Turkish course as the whole. Namely, the each of skill areas supports another one. Thus, they emphasized that skills in Turkish language course must be holistically teached. Objectives have few common similarities in curricula (5 attainments). In this context, attainments maybe show differencesin curricula. The findings also showed that speaking skills were mostly used in curriculum of 1981 year. Furthermore, it results indicated that the 2005 curriculum is more applicable than other curricula and learner centered curriculum, it included speaking rules clearly, and it was more comprehensive than other curricula. Curricula are plans determining the vision of a country. Thus, it should be benefited from positive or negative experiences of previous curriculum while planning a curriculum. So, next curricula should be constructed in the light of serious critics of previous one. The level developed of a country are determined by democratic structure. In society where people express freely thoughts, new ideas can cultivate easily, and it can lead to occur big throughbreakings by coming together different ideas. The contribute of speaking skills to democratic society and thinking freedom should be taken into consideration in designing Turkish language curriculum, and it should not be forgetten that speaking activities to be performed in classroom is the cultivation education of democracy and discussion culture. Applied and proved the success of their effectivity in past years of Turkish Language course curricula of Republic Period, many principles should be revisited, and the ones needed of these principles should be readapted and incorporate into curriculum based on present conditions. In order to adapt students language skills into daily life situations, Turkish language skills education should depend on realistic needs, associated with real daily life. But no curriculum include attainments such as “can present news”, “can direct an area”, “can describe any meal”, “can explain the working principles of a machine or device”, “can confess any event”, “can accept any own fault and apologize it”, “can request for anyone about any something”, “can perform introductory taltking to market any product”. This stuation brings about debateable form about usability of speaking education in Turkish language curriculum The stages of speaking education should be neccessarily determined and it should be given suitable for these stages. As other language skills, particular stages should be sequenced at speaking education and the boundaries of these stages should be determined. The articulation courses is important to use Turkish language effectivel and truely. Resultly, the characteristics of vocational slang will be eliminated in classroom and it will be given any emphasis on Turkish language.