ANALYSIS OF SPEAKING SKILLS IN HIGH SCHOOL ENGLISH LANGUAGE CURRICULA AND COURSEBOOKS IN TURKEY
The current study aims to investigate the distribution of the speaking skills in the English language curricula and the coursebooks of high schools in Turkey from the perspective of Bloom’s revised taxonomy. The study adopted mixed-methods research design, based on both qualitative and quantitative data. The data were collected from the high school English language curricula and the coursebooks for the grades between 9th and 12th in Turkey. The data obtained were analyzed via content analysis and illustrated in the taxonomy table using the descriptive statistics of frequency and percentage. The results revealed that both the speaking outcomes in the curricula and the speaking activities in the course-books were mostly placed in the lower order categories according to the cognitive process dimension, in all the grades except for the 12th grade. Besides, it was found out that most of the outcomes and activities were based on conceptual knowledge and there were not any outcomes or activities aiming at metacognitive abilities.