Edited By Kevin Norley, Mehmet Ali Icbay and Hasan Arslan
Grammar Teaching Problems According to the Opinions of Teacher Candidates: A Phenomenological Approach
The mother tongue learning process, which starts informally in a family medium during the pre-school period, is organised formally within a certain plan and program as soon as pre-school education starts and goes on until the higher education period. During these periods, the fundamental aim is to improve students’ comprehension and expression skills and raise individuals who can communicate with their surroundings in daily life, have language awareness, and have aesthetic and literary taste. The Turkish Instruction Program (MEB, 2006) includes learning fields such as: reading, writing, speaking, listening / watching, and grammar lessons that support these skills and activities and help realise them. “In Turkish lessons, a student becomes aware of language rules and characteristics through grammar and realizes that they help him / her while interacting with other people and therefore earns language awareness and love. So, the students want to know the characteristics of the language, and they make efforts to minimize false usages” (Temizkan, 2012, p. 131). There are various problems in teaching the grammar of the mother language which has a close relationship with daily life and proves to be a necessity.
The first problem is to determine what the fundamental aim of grammar teaching is. The fundamental aim of grammar rules is to help individuals to perform efficient and productive oral / written activities (Yaman, 2010, p. 1218). However, from the traditional education perspective, grammar was considered to be separate from other language skills and, accordingly, taught...
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