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To trace the sources of these shortcomings, the study reviews how policies, course hours, and instructional strategies have shifted over time, focusing on curriculum as a key teaching pillar. An A1 English curriculum aligned with the CEFR is analyzed through CEFR communicative language activities. Learning outcomes are compared across production, interaction, and reception activities, confirming the curriculum’s alignment with CEFR principles.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-influence-of-the-cefr-in-turkish-national-curriculum-full-length-research-paper/591019/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-influence-of-the-cefr-in-turkish-national-curriculum-full-length-research-paper/591019.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper focus on CEFR in Turkey’s national curriculum for English?","Question",{"text":112,"@type":113},"Because Turkey updated its English curricula after adopting the CEFR, which changed methodology, materials, assessment, and learning outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study evaluate the A1 English curriculum?",{"text":117,"@type":113},"It examines the curriculum based on CEFR communicative language activities and compares learning outcomes across production, interaction, and reception activities.",{"name":119,"@type":110,"acceptedAnswer":120},"What earlier teaching approach dominated English instruction in Turkey before the CEFR changes?",{"text":121,"@type":113},"English instruction was largely based on the grammar translation method, emphasizing detailed grammar rules over communicative skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591019,1792331562,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","African Educational Research Journal Vol. 9(2), pp. 551-561, June 2021  \nDOI: 10. 30918/AERJ.92.21.087 ISSN: 2354-2160  \nFull Length Research Paper  \nThe influence of the CEFR in Turkish national curriculum  \nEsin Hazar  \nDepartment of Educational Sciences, Faculty of Education, Sivas Cumhuriyet University, Turkey.  \nAccepted 24 May, 2021  \n\n| ABSTRACT\u003Cbr>Despite the ongoing attempts in Turkey to teach the English language to Turkish citizens so that they can communicate effectively in global contexts, the results reached are much lower than desired. To determine where the mistakes originate, different policies have been followed, course hours and instructional strategies have undergone constant changes. The curriculum which is one of the most important pillars of teaching and learning has been updated according to the principles of the CEFR which deeply affect foreign language teaching in Europe. In this study, the A1 level English teaching curriculum, which was prepared in line with the CEFR principles, was examined based on the CEFR communicative language activities. The learning outcomes included in the curriculum were compared in terms of production, interaction and reception activities, and the alignment of the curriculum to the tenets of the CEFR was revealed.\u003Cbr>Keywords: CEFR, communicative activities, curriculum, English. |\n| --- |\n| E-mail: [esinnhazar@gmail.com](esinnhazar@gmail.com). |\n\nINTRODUCTION  \nBeing a member of international organizations such as NATO and the OECD in which particularly Western nations’ languages are spoken, national school curricula in Turkey have long adopted Western languages like German, French and English as foreign languages (Demirel, 2003) . However, due to its international dominance, the English language has ruled as the unique language taught in state schools for many years. Although German has been launched as a second foreign language in high schools for the last few years, teaching English to students takes priority by the authorities.  \nEnglish teaching policy in Turkey has evolved and modified in periods. While regular English classes were in practice in state schools as a subject to learn; some selected state schools implemented intensive English instruction not only for the English classes but also for all the other subject areas such as math, science, etc. starting from lower elementary till the end of the secondary schools. It was not possible to spread the practice throughout the country, both in terms of the  \nnumber of teachers and the materials used. Rather than spreading this practice across the country, an opposite policy was applied as an alteration of the educational philosophy of the country and the foreign language policy of these selected schools were completely abandoned in 1997 (Yıldız and Durmuşçelebi, 2013) .  \nApart from these selected schools, English instruction was merely based on the grammar translation method. Students used to be taught language structures such as subject, verb and object rather than the skills they needed to learn. Many foreign language teachers asked the students to learn all the grammar rules to the finest detail, as if they were training linguists, rather than being concerned with whether their students could communicate in English (Şahin, 2018) .  \nAfter the reform in 1997, the introduction of foreign languages extended to the 4th grade of primary schools throughout the country considering the advantages of being introduced to a language at an early age. There was still an inconsistency in the foreign language policy of the ministry and the reputation of English instruction  \nAfr Educ Res J 552  \nwas tarnished by talks that English could not be taught in the state schools and these talks perceived attention of the public and media as a big fiasco (Güçlü and Uçar, 2019) . Meanwhile in Europe, to provide a common basis for the language syllabuses, curriculum guidelines, assessment and textbooks, The Council of Europe introduced the","cbCaij5VyufAC5sr","https://ap.wps.com/l/cbCaij5VyufAC5sr","pdf",249210,11,"English","# Introduction\n# CEFR adoption and curriculum change\n# English teaching methods and policy evolution\n# World Englishes framework\n# CEFR communicative language activities and A1 curriculum analysis","[{\"question\":\"Why does the paper focus on CEFR in Turkey’s national curriculum for English?\",\"answer\":\"Because Turkey updated its English curricula after adopting the CEFR, which changed methodology, materials, assessment, and learning outcomes.\"},{\"question\":\"How does the study evaluate the A1 English curriculum?\",\"answer\":\"It examines the curriculum based on CEFR communicative language activities and compares learning outcomes across production, interaction, and reception activities.\"},{\"question\":\"What earlier teaching approach dominated English instruction in Turkey before the CEFR changes?\",\"answer\":\"English instruction was largely based on the grammar translation method, emphasizing detailed grammar rules over communicative skills.\"}]","The influence of the CEFR in Turkish national curriculum - Full Length Research Paper | PDF",1792070949,28]