Abstract:

This study aims to evaluate the teachers and students’ opinions on the function of the language learning field in supporting basic language skills. For this purpose, a meeting form was applied to 20 Turkish teachers who served in the Yozgat or Boğazlıyan district. The examination form was applied to 5 Turkish teachers identified by the purpose sample method among the teachers applied. There are four kinds of teachers who have been taught in their schools. In addition to this, the notes in the student curricula, the language knowledge activities in the student curricula, the teachers’ curricula notes, the paperwork and the exam papers have been examined as a document. The data obtained in the study was evaluated by visual analysis and content analysis approaches from the types of quality data analysis. The research has found that Turkish teachers deal with language knowledge in a separate class and that they can only associate with writing skills, text-based language knowledge teaching practices have problems. Teachers prefer already selective questions instead of practical studies such as writing, reading, speaking and listening when evaluating the achievements of language knowledge.

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