Evaluation of Turkish Grammar Instruction Based on Primary School Teachers’ Opinions

• Published in: Educational sciences : theory & practice Vol. 14; no. 5; pp. 1914 - 1924
• Main Author: Anilan, Hüseyin
• Format: Journal Article
• Language: English
• Published: Istanbul Codon Publications 01-01-2014; EDAM (Educational Consultancy Ltd.); Educational Consultancy, Ltd (EDAM)
• Subjects: Alignment (Education); Barriers; Course Content; Curriculum Evaluation; Curriculum Guides; Demonstrations (Educational); Educational Practices; Educational Resources; Elementary School Teachers; English Instruction; Eğitim Bilimleri; Foreign Countries; Grammar; Guidelines; Holistic Approach; Kişisel Gelişim; Language Skills; Learning Activities; Learning Processes; Opinions; Phenomenology; Primary Education; Program Length; Qualitative Research; Relevance (Education); Scheduling; Structured Interviews; Student Evaluation; Teaching Experience; Teaching Guides; Teaching Methods; Traditional Grammar; Turkey; Workbooks; İstanbul; Türkiye; Turkey; Grammar Teaching; Primary School Teacher; Primary School; Primary Education; Turkish
• ISSN: 1303-0485
• DOI: 10.12738/estp.2014.5.2096

This study aims to evaluate the effectiveness of the holistic approach to Turkish grammar instruction in the first stage of primary education from the opinions and experiences of Turkish primary school teachers. This study is a qualitative research designed as a phenomenological study. The study participants were selected using maximum variation and criterion sampling, both of which are purposive sampling strategies. Thirty-two primary school teachers working at public primary schools in Turkey during the spring term of 2011–2012 were selected as the study participants. Data were collected using a written structured interview, then analyzed descriptively, from which themes were developed. The results showed that the study participants employed methods such as using relevant examples, teaching the grammar rules implicitly and using activities.