Abstract:

Foreign language education is among the most problematic educational problems in our country. Today, English language teaching starts as a compulsory lesson at the second grade of the primary school and German and French are taught as electives or additional language at some private schools. Although 12 years of compulsory foreign language teaching courses that start at the second year of the primary school and continue until the first year of the higher education, the vast majority of students in our country cannot use foreign language (speaking) skills. Because foreign language teaching courses often consist of theoretical grammar rules (memorising). In addition, high school and university entrance exam questions are about grammar, reading and comprehension skills in our country. The lack of listening and speaking skills in these exams is another problem. In this context, the methods and techniques used to teach language courses may be considered among these problems. In traditional foreign language teaching the foreign texts are translated into the mother tongue, questions are answered and other exercises (true-false, fill in the blanks, matching, etc) are done. In this study, the teaching of English in general is explained in a different way. The aim of this study is to show that most of the English modals could be taught descriptively in the Turkish words and texts. To that end, the modals and their usage in Turkish and English are explained briefly. Secondly, the method and the logic on which the study based is described. Finally, some Turkish words and texts that could be used in teaching English are presented. As a result, it was seen that most of the modals could be expressed in Turkish words and texts. The English modals can be taught to the children in a short time and permanently by using the Turkish texts which include English modals in them.

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