Akademik Veri Yönetim Sistemi
UŞAK ÜNIVERSITESI EĞITIM ARAŞTIRMALARI DERGISI, cilt.2, sa.2, ss.13-24, 2016 (Hakemli Dergi)
The aim of this study is to understand the main principles of the CEFR and to what extent Anatolian High Schools’ 9th grade EFL curriculum meet the principles advocated in that document. Hence, document analysis was used as a method to seek answers to the research questions set by a comparative analysis of the CEFR and Anatolian High Schools’ 9thgrade EFL curriculum. As a result of this process, the most prominent principles of the CEFR were determined. During the analysis, these principles were compared with the curriculum. Then, the gains of the curriculum for the five language skills were analyzed through a checklist whose items came from the A2 level descriptors. The results showed that the curriculum embraces 7 out of 9 principles of the CEFR although some remain in the background. Besides, the analysis of the gains for the five language skills showed that there is an unequal distribution in the gains for the five skills.
The aim of this study is to understand the main principles of the CEFR and to what extent Anatolian High Schools’ 9th grade EFL curriculum meet the principles advocated in that document. Hence, document analysis was used as a method to seek answers to the research questions set by a comparative analysis of the CEFR and Anatolian High Schools’ 9thgrade EFL curriculum. As a result of this process, the most prominent principles of the CEFR were determined. During the analysis, these principles were compared with the curriculum. Then, the gains of the curriculum for the five language skills were analyzed through a checklist whose items came from the A2 level descriptors. The results showed that the curriculum embraces 7 out of 9 principles of the CEFR although some remain in the background. Besides, the analysis of the gains for the five language skills showed that there is an unequal distribution in the gains for the five skills.