In this study, which utilized survey as the research design, it was aimed to find out the teachers’ perceptions of the middle school English language curriculum which was developed in 2012 and revised in 2016. Target population of this study included all teachers working in Turkish public middle schools in Ankara, while the sample was composed of 349 teachers selected through clustered sampling method. A questionnaire developed by the researchers was used as data collection instrument. Findings revealed that many problems with respect to the components of the curriculum developed in 2012 have been solved, while only a few but most crucial problems still exist. It was concluded that this curriculum cannot develop students’ autonomy, communicative competence, and their writing, listening, and speaking skills. More research was suggested to be conducted to find out whether this failure resulted from the design itself or implementation process.
Tarama yöntemi kullanılan bu çalışmada, öğretmenlerin 2012 yılında geliştirilip 2016’da revize edilen ortaokul İngilizce dersi öğretim programı ile ilgili algılarının belirlenmesi amaçlanmıştır. Çalışmanın evrenini Ankara’daki devlet ortaokullarında çalışan bütün İngilizce öğretmenleri oluştururken, örneklemi küme örnekleme yöntemi ile seçilen 349 öğretmenden oluşmaktadır. Araştırmacılar tarafından geliştirilen bir anket veri toplama aracı olarak kullanılmıştır. Bulgular, programın boyutları ile ilgili daha önceki birçok sorunun bu program ile çözüldüğünü, fakat halen birkaç çok önemli sorunun devam ettiğini göstermiştir. Öğrencilerin bağımsız çalışma, iletişimsel yeterlik, yazma, dinleme ve konuşma becerilerini geliştiremediği sonucuna varılmıştır. Bu başarısızlığın programın kendisinden mi yoksa uygulama biçiminden mi kaynaklandığını bulmak için daha fazla araştırma yapılması gerektiği önerilmiştir.
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