Abstract:

The constructivist approach is used to teach languages in many countries of the world. As required by this approach, the new grammar, skills and activity approach, inductive model and discovery method are used in grammar teaching. Besides, grammar is not considered to be separate from the skills areas of a language. By the use of the discovery method, it is aimed to develop a learner’s linguistic and mental skills rather than putting an emphasis on memorizing the rules of a language. Students are expected to discover the rules of the language through experimentation like in scientific knowledge. The logic behind linguistic functions and rules are emphasized, and learners are expected to use these rules and functions in their reading and writing activities. Grammar teaching through the discovery method is realized in six consecutive stages as presentation, observation, rule and hypothesis forming, practicing and finally application. In this process, first formal explanation is made, then learners observe the language event, then they form rules and hypothesis depending on these observations, classifications are made; next the new material is reinforced through practice and finally reconstructed in the mind and applied to real life situations. The route is from the concrete to the , from the more particular to the more general, from the variation to the rule. The same procedures are also followed in Turkey. In the 2005 Turkish Education Program (1-5 years), grammar is not classified as a separate course but presented as a part of the language learning areas of The Turkish Language course. In this program, language rules and principles are advised to be taught through discovery.

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