Abstract:

The aim of this study is to evaluate the activities in the class 5, 6, 7 and 8 Turkish curricula in terms of distribution to language skills. For this purpose, 1094 events in four Turkish curricula have been studied with the scanning model of the quality research patterns. The events are associated with what is suitable for listening, speaking, reading and writing, taking into account the descriptions and content in the guidelines. The dominant skill field has been taken into account in the activities that are more than one skill-oriented or gradual. The data obtained through the document review was evaluated by visual analysis. The distribution rates of activities to language skills at each class level are presented in tables. Accordingly, the majority of activities at each class level are related to the ability to read (f=612). This is followed by writing (f=221), listening (f=165) and speaking (f=96) respectively. The research found that the activities in the Turkish curricula did not show a balanced distribution in terms of language skills. The language skills that are most focused on reading. The ability to speak is less involved in activities than reading, writing and listening.

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