EXAMINATION OF PRIMARY SCHOOL TURKISH TEXTBOOKS IN TERMS OF LISTENING/WATCHING SKILLS IN THE 2024 PRIMARY SCHOOL TURKISH COURSE TEACHING PROGRAM

İLKOKUL TÜRKÇE DERS KİTAPLARININ 2024 İLKOKUL TÜRKÇE DERSİ ÖĞRETİM PROGRAMINDAKİ DİNLEME/İZLEME BECERİLERİ AÇISINDAN İNCELENMESİ

Abstract

Primary school is a critical educational stage where students acquire basic knowledge, skills and behaviors. In this period, the foundations of language teaching and language skills are also laid. The Turkish language course, which is the basic course in the context of language teaching in Turkey, covers four basic language skills: listening/watching, speaking, reading and writing. Especially at the first-grade level, students learn to read and write while developing their existing listening and speaking skills. However, the acquisition of other language skills in this process is usually built on the default listening skill, which makes the systematic development of listening skills even more important. Accordingly, the aim of this study is to examine the listening activities in primary school 1st grade Turkish textbooks in line with the listening/watching learning outcomes in the Turkish Language Teaching Program. The research is descriptive and document analysis method was used. The data sources are the Turkish Curriculum for the Turkish Lesson for the year 2024 and the Turkish textbooks for the first reading, writing and first grade. The data were collected through the “Listening/Watching Texts Analysis Form” developed by the researchers and analyzed by descriptive analysis method. Thanks to this method, the relationship between the listening/watching activities in the books and the learning outcomes of the curriculum was revealed in detail. In the analysis process, the way each learning outcome was represented in the books was determined, the data were categorized systematically, and the findings were supported by explanatory tables.  When the Primary Reading and Writing Books (1-2) were analyzed, it was determined that there were 16 texts in total and the majority of these texts were listening to texts. Within the scope of Turkish Textbooks (1-2), it was determined that the number of texts included in each theme was low (4), and although some texts were presented as listening texts, they had the characteristics of watching texts in terms of content. This situation can be considered as an effort to give more space to the monitoring skills in the curriculum. In general, it was concluded that in both types of books, learning outcomes related to compliance with listening rules and basic prediction-inference skills were represented more; on the other hand, higher level learning outcomes focused on analytical, critical and evaluation were limited.