Comparative Analysis of Lower Secondary Education 3rd Grade Curriculum for English Language and the Common European Framework of Reference for Languages

Abstract

The study conducted aimed at determining goodness of fit between lower secondary education 3rd grade Curriculum for English Language in Turkey and Common European Framework of Reference for Languages that was composed by Council of Europe to encourage other languages except for mother tongue to be spoken and to bring foreign language instruction into conformity with some standards. The study was done in light of significance Turkey attributes to foreign language education in scope of harmonization efforts with European Union and was qualitative. In research where the Document Review technique was used, Curriculum and Common European Framework of Reference for Languages were compared and contrasted in terms of objectives, content, learning and teaching process and evaluation strategies. At end of research, following results were obtained: The goals of Turkish National Education and Common European Framework of Reference for Languages had a similarity at 92 percent even though language skills were not handled on an equal basis in Curriculum. Among all language competences, Waystage (A2) Level was most referenced one in Curriculum. A1 and B1 levels were less dealt with when compared to Waystage Level. Overall Oral Production was language competence represented with most descriptors in Curriculum. All assessment tools in Curriculum were taken from European Language Portfolio.