Abstract:

The teaching acquisitions related to the structure of the Turkish language are part of the curriculum according to a certain progressivity despite the lack of absolute outcome concerning the possibility and extent of grammar instruction in language teaching. In this research, the progressivity of grammar acquisitions in the 2018 Turkish curriculum is discussed in accordance with the opinions of Turkish language teachers and academics working in the field of Turkish instruction. Based on a descriptive model, the data of this research are obtained from semi-structured interviews and analyzed using categorical analysis method, which is one of the types of content analysis. According to the results of this research, the opinions of the two groups overlap. In other words, both the Turkish language teachers and the academics share the same opinion on the following aspects: the progressivity of grammar acquisitions is incompatible with the structure of Turkish language, starting with a lesson on root and suffix results in several difficulties in the teaching process, the acquisitions should start with the concept of word and the parts of speech.

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