Aslan, BernaÜner, Görkem2022-04-082022-04-082010http://hdl.handle.net/20.500.12575/78493This research aims at determining the similarities and differencesbetween English curriculum in primary schools in Turkey, Finland andHolland.In this research, survey method has been used since the aim of thisresearch is to present the existing situation as it is. The information about thecurriculum and education systems has been gathered together by the reviewof literature via library and the Internet. In this research, the comparison ofEnglish curriculum in primary schools in Turkey, Finland and Holland is madein respect of the aims, the content, the learning situations and the testingsituations. Then, the similarities and differences between the curriculum havebeen stated. Finally, the findings have been interpreted.The findings of the research are briefly as the following:1. Some of the common items in English curriculum in primary schools inTurkey, Finland and Holland can be determined as: foreign language lessonsshould be student-centered, teachers should let students be active in theclass, class activities should be depended on games, oral language practicesshould be given priority, learning situations supplying students? motivationsand fostering learning desire should be created , original audio-visualdocuments should be supplied.2. Listening and speaking skills are focused in English curriculum in primaryschools in Finland and Holland, but in Turkey, four main skills (listening,speaking, reading, writing) are focused.3. It is identified that the aims of English curriculum in Finland and Hollandinclude language proficiencies in four areas of language skills. Besides, thereare some other aims such as language proficiency, cultural skills, studystrategies and communication strategies, on the other hand, Englishcurriculum in Turkey do not include aims in such categories.4. Aims reflect learning process in English curriculum in primary schools ofboth Turkey, Finland and Holland. Writing principles of aims and behaviorsare followed in Turkish curriculum.5. It is identified that the content of English curriculum in primary schools inTurkey is organised in terms of a functional syllabus, whereas in Finland andHolland English currıculum has the characteristics of a frameworkcurrıculum; the themes and the basic grammatical structures are just listed ingeneral.6. Process evaluation exists in English curriculum of Finland and Holland. Inthis respect, Turkish curriculum is complied with EU countries? Englishcurriculum. Students? improvements are observed and filed, portfolioassessment is given priority.trAvrupa BirliğiTürkiyeilköğretimmasterThesis