Abstract:

The purpose of the mother tongue in force in Turkey and the UK research is to examine the comparative approach to the basic language skills curriculum. It is thought that the comparative analysis of curriculum will contribute to generating new ideas and providing a broad perspective in curriculum preparation and development. The research was carried out in accordance with the qualitative method. Document analysis was performed for data collection and analysis. Working Stage-3 level in the UK is limited to the secondary school level and in Turkey. In this direction, English Programs of Study: Key Stage3 and Turkish Course Curriculum (Secondary School 5th, 6th, 7th and 8th Grades) were examined. Elements related to reading, writing, listening and speaking skills in the programs were examined and interpreted. It was observed that the findings obtained as a result of the study were consistent with the literature. The analysis and evaluation results to the manufacturer in England native language curriculum in language skills (writing and speaking), Turkey's main language curriculum to the receptive language skills (reading and listening) it was determined that important. The ability to persuade the UK program in Turkey is said to be the center of the program, critical thinking and programs of the functional use of language. There is also a strong emphasis on the culture and love of reading in the UK curriculum. Based on these results, it is recommended to conduct more comprehensive studies on curricula and to benefit from these studies in the program development process.

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