期刊名称：International Journal of Curriculum and Instruction
印刷版ISSN：1562-0506
出版年度：2020
卷号：12
期号：1
页码：127-142
出版社：World Council for Curriculum and Instruction (WCCI)
摘要：EFL curricula for primary and secondary education in Turkey were revised based on the 2012 educational reform, and issued to the institutions of primary and secondary education affiliated to the Ministry of National Education (MoNE) in 2017 to be put into practice the following academic year. This study was motivated to examine the revised primary EFL curriculum with a focus on the outcome statements with respect to verb choice. Accordingly, seven sets of data were compiled from these statements identified for 2nd to 8th grades in the document, and a total of 376 outcome statements were analysed. The results demonstrated that only active verbs, which are recommended for writing learning outcomes, consitutited 14% of 403 verbs in these statements while over 41% were comprised by vague verbs that should be avoided in writing learning outcomes such as understand and know as they make the statements hard to evaluate. The findings were discussed and outlined in detail, and a couple of practical implications were offered for curriculum designers based the findings reported in this research.
其他摘要：EFL curricula for primary and secondary education in Turkey were revised based on the 2012 educational reform, and issued to the institutions of primary and secondary education affiliated to the Ministry of National Education (MoNE) in 2017 to be put into practice the following academic year. This study was motivated to examine the revised primary EFL curriculum with a focus on the outcome statements with respect to verb choice. Accordingly, seven sets of data were compiled from these statements identified for 2nd to 8th grades in the document, and a total of 376 outcome statements were analysed. The results demonstrated that only active verbs, which are recommended for writing learning outcomes, consitutited 14% of 403 verbs in these statements while over 41% were comprised by vague verbs that should be avoided in writing learning outcomes such as understand and know as they make the statements hard to evaluate. The findings were discussed and outlined in detail, and a couple of practical implications were offered for curriculum designers based the findings reported in this research.
