Evaluation of the Basic Level (A1-A2) Turkish Language Teaching Program at University of Alger 2 Department of Turcology Context of common European framework for languages by context input process product model of stuflebeam

The aim of this study is to evaluate the basic level (A1-A2) Turkish teaching curriculum applied at the Department of Turcology of the University of Algeria 2, taking into account the criteria specified by the Common European Framework of Reference for Languages, from the Stufflebeam's Context Input Process Product Evaluation Model. For this purpose, the curriculum has been evaluated in various aspects for one year. This qualitative study was designed as a holistic single case study design. Research group of this study consist of 246 students, department administrators and 6 teachers with researcher. The data were collected through observations and interviews, surveys and documents. The quantitative data obtained with the data collection tools used were subjected to descriptive statistics using the SPSS 16 program. The content analysis method was used in the analysis of qualitative data gathered through observations and field notes, interview, test papers and student grades. The forms and qualifications determined for the basic level of the Common European Framework of Reference for Languages are based on the forms and evaluations carried out in this process. At the end of the study, the results related to context, input, process and product dimension related to Turkish teaching program applied in Turkology department were reached. Some of the results reached can be summarized as follows: Students prefer their department is effective for students to have more business opportunities in their department. Differences of students as gender, native language and known foreign languages are diversifying to program interest and expectation. There is interest between with the request of the students to interpreters become and want to have more talk and listening skills in the program. Common expectation of students is learn daily Turkish. The relationship between department and official and private institutions that representing the Turkey is making a positive contribution to increase academic qualifications of department and students. Key Words: Turcology, Turkish language teaching as a foreign language, Curriculum, Common European Framework for Languages, Teaching, Need analysis, Curriculum evaluation, Context input process product model, Algeria