Abstract:

Both mother tongue education and teaching at school are expected to support language acquisition process. The pragmatic competences of students at school shouldbe in this direction. In this study, the way of dealing the speech acts in 6th- 8thgrade Turkish Curriculum (2006) being executed by The Ministry of Education and“permission” illocutions have been used by secondary school students were aimedto determined. In this study, firstly, Turkish Language Curriculum was investigatedand goals for the purpose of teaching speech acts were identified. In the frame ofidentified acquisitions eighteen 6th, 7th, and 8th grade books, which were selectedfrom teacher and student guidebooks equally as three from each grades were evaluated. At the end of the evaluation, no directions or activities including teachingspeech acts were reached. To find out answers to the question, “Is it needed teaching speech acts?”, one hundred 6th and 8th grade students’ replies for permissionspeech act from “Speech Completion Test “were evaluated according to the scaleof Polat (2010). The data have showed that the students haven’t used the constituents of speech acts such as phonation, attention, readiness to willing, permission, level and state of kindness. In the light of all the collected data of thisresearch, there should be activities and directions toward speech acts in Turkishcourses

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