Abstract:

In the field of Turkish education, which aims to develop comprehension and expressive skills, creating curricula and designing a teaching process that is in direct proportion to the teaching of vocabulary and grammar is essential. The purpose of this study is to examine the distribution of learning outcomes related to grammar teaching in the Turkish Language Curricula in the skill areas, the frequency of their presence in textbook activities, the quality of the methods/techniques preferred in designing the activities, and the distribution of the topics covered. The study is qualitative by design. The data were collected by document analysis method, and the data sources consisted of the 2019 Turkish Course Curricula and the 5,6,7, and 8th-grade Turkish textbooks used in the 2021-2022 academic year. Document analysis was used in the analysis which revealed that the grammar learning outcomes that support semantic dimensions of words at all grade levels were prevalent, but the structural dimensions of the language were incrementally processed according to the increasing grade levels, and they existed in all textbooks. It was also observed that thirty-eight different techniques that sometimes intertwined were used in the activities in the field of grammar teaching and that those were mainly based on texts, sentences, words/phrases, paragraphs, movies/videos, and visuals.

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