Current Situation of Grammar Teaching in Secondary Schools in Practice: Do the Problems Still Exist?

Ahmet Demirel

Makale detayları

Current Situation of Grammar Teaching in Secondary Schools in Practice: Do the Problems Still Exist?

Yazarlar:

Ahmet Demirel

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 1, pp.402-424

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288687

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 Grammar teaching is important for speakers of a language to be able to use it competently by having knowledge of the structure and functioning of the language they use. The aim of this research is to reveal the current situation of grammar teaching in secondary schools in practice. Thus, it is aimed to make inferences about whether the grammar teaching problems stated in the literature continue or not. The research was designed with the case study, one of the qualitative research designs. The research data were obtained from the opinions of 37 Turkish teacher candidates who attended classes as interns in secondary schools for six weeks and had the opportunity to make observation and a semi-structured interview form was used as a data collection tool in the research. Descriptive analysis was used in the analysis of the data obtained via interview form. The findings of the research indicate that grammar teaching in secondary schools is generally considered as a separate course independent of language skills and a teaching approach that is disconnected from the text is adopted. The findings also show that direct instruction and question-answer technique are frequently used in grammar teaching in secondary schools and it is made use of deduction. Findings indicate that grammar teaching in these schools is considered as a goal, not a tool to improve language skills. All these findings show that the traces of the behaviorist approach in grammar teaching have pursued from past to present.

 Grammar teaching is important for speakers of a language to be able to use it competently by having knowledge of the structure and functioning of the language they use. The aim of this research is to reveal the current situation of grammar teaching in secondary schools in practice. Thus, it is aimed to make inferences about whether the grammar teaching problems stated in the literature continue or not. The research was designed with the case study, one of the qualitative research designs. The research data were obtained from the opinions of 37 Turkish teacher candidates who attended classes as interns in secondary schools for six weeks and had the opportunity to make observation and a semi-structured interview form was used as a data collection tool in the research. Descriptive analysis was used in the analysis of the data obtained via interview form. The findings of the research indicate that grammar teaching in secondary schools is generally considered as a separate course independent of language skills and a teaching approach that is disconnected from the text is adopted. The findings also show that direct instruction and question-answer technique are frequently used in grammar teaching in secondary schools and it is made use of deduction. Findings indicate that grammar teaching in these schools is considered as a goal, not a tool to improve language skills. All these findings show that the traces of the behaviorist approach in grammar teaching have pursued from past to present.

 Grammar teaching is important for speakers of a language to be able to use it competently by having knowledge of the structure and functioning of the language they use. The aim of this research is to reveal the current situation of grammar teaching in secondary schools in practice. Thus, it is aimed to make inferences about whether the grammar teaching problems stated in the literature continue or not. The research was designed with the case study, one of the qualitative research designs. The research data were obtained from the opinions of 37 Turkish teacher candidates who attended classes as interns in secondary schools for six weeks and had the opportunity to make observation and a semi-structured interview form was used as a data collection tool in the research. Descriptive analysis was used in the analysis of the data obtained via interview form. The findings of the research indicate that grammar teaching in secondary schools is generally considered as a separate course independent of language skills and a teaching approach that is disconnected from the text is adopted. The findings also show that direct instruction and question-answer technique are frequently used in grammar teaching in secondary schools and it is made use of deduction. Findings indicate that grammar teaching in these schools is considered as a goal, not a tool to improve language skills. All these findings show that the traces of the behaviorist approach in grammar teaching have pursued from past to present.

 Dil bilgisi öğretimi, bir dili konuşanların kullandıkları dilin yapısı ve işleyişi hakkında bilgi sahibi olarak onu yetkin bir biçimde kullanabilmeleri açısından önemlidir. Bu araştırmanın amacı ortaokullardaki dil bilgisi öğretiminin uygulamadaki güncel durumunu ortaya koymaktır. Böylece alanyazında belirtilen dil bilgisi öğretim sorunlarının devam edip etmediği hakkında çıkarımların yapılması amaçlanmıştır. Araştırma nitel araştırma desenlerinden durum çalışmasına uygun olarak tasarlanmıştır. Araştırma verileri altı hafta boyunca ortaokullarda stajyer olarak derslere katılan ve gözlem yapma fırsatı bulan Türkçe öğretmeni adaylarının görüşlerinden elde edilmiştir. Araştırmanın çalışma grubunu 37 Türkçe öğretmeni adayı oluşturmuştur. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme formu aracılığı ile elde edilen verilerin analizinde betimsel analize başvurulmuştur. Araştırmada elde edilen bulgular ortaokullarda dil bilgisi öğretiminin sıklıkla dil becerilerinden bağımsız ayrı bir ders olarak ele alındığına, metinden yani bağlamdan kopuk bir dil bilgisi öğretim anlayışının benimsendiğine işaret etmektedir. Bununla birlikte bulgular söz konusu ortaokullarda dil bilgisi öğretiminde sıklıkla düz anlatımın ve soru cevap tekniğinin kullanıldığını ayrıca tümdengelime başvurulduğunu göstermektedir. Bulgular bu okullarda dil bilgisi öğretiminin dil becerilerini geliştirmek için bir araç olarak değil, amaç olarak ele alındığına işaret etmektedir. Tüm bunlar günümüzde ortaokullarda hâlihazırda uygulanmakta olan dil bilgisi öğretiminde, geçmişten gelen davranışçı yaklaşımın izlerinin hâlen devam ettiğini göstermektedir.

Makale detayları

Current Situation of Grammar Teaching in Secondary Schools in Practice: Do the Problems Still Exist?

Yazarlar:

Ahmet Demirel

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 1, pp.402-424

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288687

pISSN:

2459-1912

Turkish

Grammar

Grammar Teaching Problems

Grammar Teaching PracticesTürkçe

Dil Bilgisi

Dil Bilgisi Öğretim Sorunları

Dil Bilgisi Öğretim Uygulamaları

Sayı

Makale detayları

Yazarlar: Ahmet Demirel

Yayıncı: Gazi University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: Türk Eğitim Bilimleri Dergisi Vol.21 Issue 1, pp.402-424

Belge Tipi: Makale

Yayın Tarihi: 4/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001288687

pISSN: 2459-1912

Sayı

Yazarlar:

Ahmet Demirel

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 1, pp.402-424

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288687

pISSN:

2459-1912