Özet:

In this research, it is aimed to develop suggestions for the planning of Turkish as a foreign language grammar lesson in order to contribute to a planned and systematic progress in grammar teaching. The research was designed in a case study pattern. In the research process, first of all, it was tried to determine how the teachers of Turkish as a foreign language carried out grammar teaching. The study group of the research is thirteen teachers who teach Turkish as a foreign language in various institutions. During the data collection process, two interviews were conducted with these thirteen teachers. Interview data were analyzed by content analysis technique. In addition, Istanbul Turkish for Foreigners, Seven Climate Turkish, İzmir Turkish for Foreigners and New Hittite Turkish for Foreigners coursebooks and the Teaching Turkish as a Foreign Language Program, which were mentioned in the interviews, were analyzed by document analysis in terms of grammar subject order. As a result of the document review, it has been determined that there are differences between the textbooks and the curriculum in terms of the naming of the structures, their ordering according to the levels and their quantities. As a result of the data obtained from the interviews, it was seen that the teachers mostly put the textbooks in the center while planning their grammar lessons. It has been determined that the textbooks have deficiencies such as having mechanical exercises in grammar teaching, not developing four basic language skills, not giving examples from life, not being suitable for advanced language use. It has been suggested that these deficiencies should be taken into account in the planning of grammar lessons. Apart from this, it is recommended that teachers have knowledge about teaching methods and techniques, focus on gerunds, verbs and case suffixes, which are the subjects that students have the most difficulty with, and use alternative measurement tools.

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