Abstract:

The language teaching aims to make the student skilled in terms of language skills. This qualification is possible with teaching programs prepared in accordance with the skills of the 21st century. The structure of the achievements in the teaching programs is important to those skills and goals in a healthy way. One of the taxonomic approaches that reveal the principles of these structures is the renewed Bloom taxonomy. The renewed Bloom taxonomy cognitively classifies the achievements from the bottom to the upper (memory, understanding, application, analysis, evaluation, creation) by structuring the achievements based on the name and the fact. The purpose of the research is to evaluate the achievements in current Turkish teaching programs in terms of cognitive strategies. The research is planned as a quality situation study. The subject of the study is the Turkish Maarif Foundation with the 2019 Turkish Teaching Program as a Foreign Language and the 2018 Turkish and Turkish Culture Course Teaching Program (MEB). The research has found that achievements that include high levels of cognitive skills (solving, evaluating, creating) have little place in the programs. Furthermore, the achievements in the programmes examined – due to the lack of space for top-level cognitive strategies – were found not in accordance with the action-oriented approach indicated by the CEFR (2018).

Keywords: