ÖĞRETMEN VE PROGRAM DEĞİŞKENLERİ BAKIMINDAN İLKOKULDA DİL BİLGİSİ ÖĞRETİMİ
Özet
In the study, teacher and curriculum variables for grammar teaching in primary school were examined comparatively. The research was a qualitative study designed using a case study and historical research approach. In the case study, the study group consisted of seven primary school teachers who are working in İstanbul. In the historical research, the grammar sections of 1924, 1926, 1930, 1948, 1968, 1981, 2005, and 2019 primary school Turkish curriculum were examined in comparison with the opinions of the teachers. A semi-structured interview form consisting of 18 questions was used as a data collection tool. Case study and historical research steps were analyzed separately. According to the results of the research, teachers think that these subjects are suitable for primary school level: literal meaning, figurative meaning, term meaning, synonym, antonym, homophonic word; conjugation suffix; phonetic occurences, proper-genus noun, singular-plural noun, forms of noun, compound noun; adjective, personal pronoun; conjunction; verb, past tense, future tense, present tense, present tense, person in verb; predicate, subject; regular sentence, full stop, comma, colon, long dash, quotation mark, question mark, apostrophe, exclamation mark, ellipsis dots, dash, round parenthesis, slash.These subjects are included in the 1924-2019 primary school Turkish curriculum. According to the results of the research, teachers think that these subjects are not suitable for primary school level: Root, suffix; preposition; adverb; simple, derivative, compound verb; adverbial complement, indirect object; simple sentence, compound sentence, ditto mark. These subjects are included in the 1924-2019 primary school Turkish curriculum.
Anahtar Kelimeler
Grammar in primary school, functional grammar, language acquisition.