Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi

Öz

Curricula are among the basic components that guide the teaching process and are updated in line with the needs of the age. This study, which aims to evaluate the updated 2024 Secondary School Turkish Curriculum in the context of speaking skills, was designed in a qualitative design and the research data were obtained through document analysis. At the end of the study, it was determined that the 2024 Turkish Lesson Teaching Program, which treats speaking as an independent skill area, is quite detailed with 26 speaking learning outcomes at each grade level and 87 process components depending on them. According to the research, the program offers a wide framework in terms of measurement and evaluation of speaking. In fact, 9 different task-oriented measurement methods such as presentation, discussion, description were suggested for assessing speaking, and 7 different examples of measurement tools such as peer assessment form, analytical rubric, portfolio, and selection file were included. According to the results of the research, the examined program was shallow in terms of speaking strategies, methods and techniques. Although there are 11 cognitive strategies in the program, which are discussed in the context of listening, reading and writing skills, only methods and techniques are mentioned for speaking skills and there are no detailed explanations or examples of their application.