Özet:

The European Joint Application Text for Languages (CEFR) was developed as a continuation of the work on education by the European Council in 1971. The basic approach that the application framework deals with Action-focused approach is based on the communication approach proposed in the mid-1970s at the marginal level as a functional and conceptual indication of language requirements for the first time. The European Joint Application Text for Languages (CEFR), which was updated by the Council of Europe in 2018, is seen as a comprehensive and comprehensive identification scheme for language skills through teaching, learning and evaluation activities. In this context, when the relevant area is investigated, it has been found that the AOEC published in 2018 has not been evaluated in terms of the program development components. In this context, the basic principles of the application text, the training objectives and results are to ensure that positive results appear at all levels. The foundation of a curriculum constitutes objective, content, learning-learning process, measurement and evaluation objects. Each of these items creates a dynamic interaction between themselves and affects the entire program. From here in the work with action, the application is intended to be assessed according to the program components of the AOÖÇ. This study will examine the data that support logical theory and theory associated with one another by a post-positivistic approach. The work quality research methods are created with the document review design and the data is collected using content analysis. As a result, the updated text in 2018 shows that the program has been transformed into an action-oriented approach in the functional/caveramic approach and the target language concept has been introduced to the language teaching and learning with an innovative perspective.

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