Evaluation of the field of listening/ visualizing in Turkish language teaching curriculum for 8th grade of elementary school according to teachers? views

The aim of this study was to evaluate listening/watching domain of 8th grade Turkish Language Curriculum based on teachers? views. Based on this purpose, Turkish Language teachers? views were determined according to goals and objectives, activities, method and techniques, materials, and assessment and evaluation dimensions of listening/watching domain in 8th grade Turkish Language Curriculum.This study was a descriptive study based on survey model. Population of the study was composed of Turkish Language teachers teaching 8th graders in public and private schools in Kars city center and its districts (Susuz, Akyaka, Digor, Selim, Kağızman and Arpaçay). Data were gathered through both quantitative and qualitative data gathering tools. To gather quantitative data from 125 Turkish Language teachers. For qualitative data, 15 Turkish Language teachers were selected through convenient sampling method and they were interviewed.Quantitative data were gathered through ?Evaluation of Listening/Watching Domain of 8th Grade Turkish Language Curriculum Questionnaire? which was developed by the researcher, and qualitative data were gathered through semi-structured interview form. Data gathered with questionnaire were analyzed with descriptive statistical tools; frequency and percentage. Qualitative data gathered with interview, then, were analyzed with content analysis method.According to findings of the study, most of the teachers (% 82) stated that goals and objectives contributed to students? language development, they were consistent with other language skills (% 72), and they were appropriate to society?s expectation and needs (% 70). The interviewed teachers also reported that the survey data to support their views. As well, participant teachers mentioned that goals and objectives were expressed clearly and comprehensibly (% 79) and most of the teachers who participant interview highlighted that goals and objectives were accessible (f: 9). Teachers mentioned that students had difficulties mainly in gaining ?listening/watching habit?. Most of them thought that themes were enough. Teachers stated that students were generally interested in personal development, life of society, and national culture themes. According to teachers, the possible reason behind this interest was that these themes were more related to their lives. Most of the teachers indicated that they tried to use suggested methods-techniques and activities in listening/watching domain of Turkish Language Curriculum. Teachers thought that these methods-techniques and activities had positive effect on listening/watching practices. Besides, they had problems in explaining students the reasons behind application of the activities appropriate to listening/watching domain. Materials frequently used by teachers were teacher guidebook, textbook, and student workbook. The reason behind not using materials in listening/watching domain according to participant teachers was lack of materials in their schools. Besides, most of them thought that Turkish Language Curriculum and teacher guidebook were compatible. According to participant teachers, assessment and evaluation tools used in listening/watching domain were observation form for listening/watching skills, control list for listening/watching skill, short answer items, multiple choice items, matching items, true/false items, open ended questions, verbal exams, written exams, self evaluation form, group evaluation form, student portfolios, listening/watching development folder, and peer evaluation form. Most of the teachers who participant interview, indicated that assessment and evaluation tools had positive effects on listening/watching domain (f: 10) and some of the teachers stated that it was hard to use these tools in listening/watching domain. As a result of Listening/watching domain of 8th grade Turkish Language Curriculum is adequate according to teacher except some points.