The evaluation of the realization amounts of the renewed Turkish lesson teaching curricula (2019) listening/watching fields according to Turkish teachers' point of views

Turkish lesson curricula include teaching processes that are built on listening, speaking, reading and writing language skills and that mother tongue education is carried out with a holistic approach. Language skills are learning areas that affect and are influenced by each other. While language skills have a very important place in mother tongue education, listening/watching skills are at the base of other language skills and this reveals its importance and necessity. The purpose of this research is to evaluate the rate of listening/watching outcomes of the 2019 Turkish Language Curriculum by secondary school Turkish teachers. For the purpose, 2019 TLC listening/watching outcomes were discussed from different perspectives and the research data were collected with a semi-structured teacher interview form, which was prepared by the researcher and took its final form after it was presented to the expert's opinion. The interview form consists of four parts. Interviewees' personal information are mentioned in the first part. With the second part, the quality of the 2019 TLC listening/watching acquisitions according to the program, and with the third part, the quality and components of the listening/watching acquisitions in the teaching processes were asked to the interviewees with some open-ended questions. And in the fourth part, the realization situations and amounts of the 2019 TLC listening/watching outcomes were evaluated with the teachers' opinions. The research was carried out with 100 Turkish teachers working in public secondary schools in Bingöl city and its Solhan and Genç districts. The data obtained at the end of the research revealed that the learning outcomes in the last curriculum were achieved with high extent, the curriculum was functional enough as it was, and the acquisitions generally achieved their purpose. However, it was still noteworthy that teachers had negative opinions about the measurement-evaluation processes of listening/watching learning outcomes and the listening/watching texts chosen for the textbooks. The learning outcomes of "He/she animates the narrative texts he/she listens to/watches.", "he/she Questions the consistency when they listen/watch.", "he/she evaluates the media texts they listen/watch.", "he/she identifies the ways to develop the applied thought when they listen/watch." were determined as the learning outcomes about which teachers reported intense negative opinions, and some evaluations were made for the reasons of this situation and the measures that could be taken. Keywords: Turkish Lesson, Curriculum, Listening/Watching, Learning Outcome, Evaluation.