Akademik Veri Yönetim Sistemi
Milli Egitim, cilt.53, sa.241, ss.473-498, 2024 (Scopus)
The aim of this study is to describe Turkish field skills within the scope of K12 Skills Framework: Holistic Model of Turkey. In this direction, firstly, the concepts of knowledge, skills and competence are explained based on national and international texts, and secondly, the relationship of educational activities for the mother tongue within the framework of the concepts of mother tongue skill, language acquisition and language use is discussed as a summary. Then, explanatory information about the way followed in the design of the Turkish Field Skills section in the K12 Skills Framework: Turkey Holistic Model, the skill descriptors in the reception (listening, reading) and production (speaking, writing) level are presented. To this end, the study also describes the approaches adopted in skills-based international studies on languages such as the Program for International Student Assessment (PISA), the European Qualifications Framework (EQF) and the Common European Framework of Reference for Languages (CEFR). Finally, a brief information about the examples of France and Belgium, which include the application of a skills map and common framework in education systems, is included. The third part of the study is devoted to explanations about the reception (listening/watching, reading) and production (speaking, writing) levels of Turkish field skills, the fourth part is devoted to the skill-based material design approach, and the fifth part is devoted to the assessment and evaluation approach adopted in the monitoring of skills. Recommendations related to the study are presented in the conclusion section.