Abstract
The primary purpose of this study was to analyze the affective domain of the fifth-grade intensive English curriculum. The study sample was 366 fifthgrade students from seven schools selected through convenience sampling from 1803 students in 47 secondary schools in Iğdır. We used “The Scale of Affective Objectives of Teaching English to Young Learners” developed by Şad (2011) to assess 5th grade English language teaching curriculum in terms of the affective domain by comparing pilot schools and regular schools. Besides, “Foreign Language Teaching Activities Scale” by Şad (2011) was the other data collection tool used to explore what sorts of teaching activities, teacher or learner-centered, are used in schools to provide a deeper understanding of the affective domain of the curriculum. The study results showed no significant difference between the students regarding four dimensions of affective domain in terms of certain variables. Students in both pilot and regular schools had a high level of positive attitude towards English language learning. Teacher-centered activities as teaching activities were commonly used in schools. To conclude, the number of class hours did not seem to be a principal factor in changing affective components of attitudes towards English language learning.
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